Anike Rosalina

THE INFLUENCE OF COLLABORATIVE STRATEGIC
READING (CSR) TECHNIQUE ON STUDENTS

ACHIEVEMENT IN READING COMPREHENSION OF
NARRATIVE TEXT
(A Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109
Kota Tangerang)
By:
Anike Rosalina
NIM: 109014000113
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ABSTRACT
Anike Rosalina, 109014000113. The Influence of Collaborative Strategic

Reading (CSR) Technique on Students Achievement in Reading
Comprehension of Narrative Text (A Quasi Experimental Study on the
Implementation of CSR at SMA PGRI 109 Tangerang), Skripsi,
Department of English Education, Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University.
Keywords: Collaborative Strategic Reading (CSR), Narrative Text, Reading

Comprehension
This study was aimed to know the empirical evidence of the influence in
using Collaborative Strategic Reading (CSR) technique on students achievement
in reading comprehension of narrative text. Therefore, it was intended to get
reliable information whether there was a significant difference in the students
reading comprehension between the experimental class and the control class. The
research method used in this research was a quasi-experimental study. The sample
was taken from the second grade students of SMA PGRI 109 Kota Tangerang by
using simple random sampling. The experimental class was taught by using CSR
while the control class was taught without using CSR. Before giving the
treatment, the students from both classes were given a pre-test to know to what
extent their ability in reading narrative text. At the end of the treatment, the
students were given a post-test. The tests used as the primary instrument were
consisting of 20 multiple choice questions. The final mean scores gained from
both class was analyzed by using T-test with significance level = 0.05. By using
SPSS v.16 for Windows program, it was found that the mean score of experimental
class was 82.20, while the control class was 64.57. The T-test revealed that the
result was significant was determined by < 0.05, = 0.0000. Thus, H1 was
accepted that there is an influence of Collaborative Strategic Reading (CSR)
technique on the students achievement in reading comprehension of narrative
text. Therefore, it can be concluded that the students reading comprehension
achievement of narrative text was influenced by the Collaborative Strategic
Reading (CSR) technique rather than without using it.
i
ABSTRAK
Anike Rosalina, 109014000113. The Influence of Collaborative Strategic

Reading (CSR) Technique on Students Achievement in Reading
Comprehension of Narrative Text (A Quasi Experimental Study on the
Implementation of CSR at SMA PGRI 109 Tangerang), Skripsi,
Jurusan Pendidikan Bahasa Inggris, Facultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata Kunci: Collaborative Strategic Reading (CSR), Teks Naratif, Pemahaman

Membaca
Penelitian ini bertujuan mengetahui bukti empiris tentang penggunaan

tekhnik Collaborative Strategic Reading (CSR) terhadap pemahaman membaca
siswa dalam teks naratif. Secara khusus, penelitian ini bertujuan mendapatkan
informasi yang akurat perbedaan pada kemapuan membaca siswa di kelas
eksperimen dan kelas kontrol. Metode penelitian ini adalah metode kuasi
eksprimen. Sampel diambil dari siswa kelas XI SMA PGRI 109 Kota Tangerang.
Pada eksperimental kelas diajarkan menggunakan teknik Collaborative Strategic
Reading (CSR) sedangkan pada kelas kontrol diajarkan tanpa menggunakan
tekhnik Collaborative Strategic Reading (CSR). Sebelum diberikan perlakuan,
kedua kelas eksperimen dan kontrol diberikan test awal untuk mengetahui sejauh
mana kemampuan mereka dalam pemmahaman membaca teks naratif. Pada akhir
perlakuan, siswa diberikan tes akhir. Tes-tes yang digunakan sebagai instrumen
utama terdiri dari 20 soal pilihan ganda. Nilai rata-rata akhir diperoleh dari kedua
kelas dan dianalisis mengganakan T-test dengan taraf signifikan = 0.05. Dengan
menggunakan program SPSS v.16 for Windows, didapatkan nilai rata-rata di kelas
eksperimen adalah 82,20, sedangkan nilai rata-rata di kelas kontrol adalah 64,57.
Hasil T-test menyatakan < 0.05, = 0.0000. Maka, H1 diterima, bahwa ada
pengaruh dari penggunaan Collaborative Strategic Reading (CSR) pada
pemahaman membaca siswa dalam teks naratif. Oleh karena itu, dapat
disimpulkan bahwa pemahaman membaca siswa dalam teks naratif dipengaruhi
oleh penggunaan tekhnik Collaborative Strategic Reading (CSR) dibandingkan
dengan tanpa menggunakan tekhnik tersebut.
ii
ACKNOWLEDGEMENTS
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad SAW., his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
skripsi is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers Training in a partial fulfillment of the
requirements for the degree of S.Pd. (S-1) in English Language Education.
In this process of finishing this skripsi, the writer would like to express
her deepest gratitude to her wonderful parents, Mr. Karyono and Mrs. Siti Saanah
for giving her the motivation, guidance, and pray all the time.
Furthermore, the writer would like to express her great honor and deepest
gratitude to her advisors, Mrs. Nida Husna, M.A. TESOL and Mr. Dadan
Nugraha, M.Pd. for their valuable help, guidance, comments, corrections and
suggestions and who have been very patient to sacrifice their energy and time to
assist the writer so that the writer could finish this skripsi.
The writers sincere gratitude also goes to:
1. Nurlena Rifai, Ph.D., the Dean of the Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the Head of English Department.
3. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Department.
4. All lecturers and staffs in English Education Department who have taught the
writer useful knowledge and skills.
5. The principal and all of the teachers in SMA PGRI 109 Kota Tangerang, for
giving permission to the writer to do observation and conduct the research.
iii
6. All friends in C class of English Education Department 2009 for the great
friendship, support, togetherness and knowledge they have shared. May Allah
the Almighty bless them all, so be it.
The writer realizes that this skripsi cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques
and suggestions to make this skripsi better.
Jakarta, January 2014
The Writer
iv
TABLE OF CONTENTS
ABSTRACT ............................................................................................. i
ABSTRAK ............................................................................................... ii
ACKNOWLEDGMENTS ..................................................................... iii
TABLE OF CONTENTS ...................................................................... v
LIST OF TABLES ................................................................................. vii
LIST OF PICTURES ............................................................................. viii
LIST OF APPENDICES ....................................................................... ix
CHAPTER I. INTRODUCTION ......................................................... 1
A. Background of the Study ........................................ 1
B. Identification of the Problem .................................. 3
C. Scope of the Study .................................................. 4
D. Problems Formulations ........................................... 4
E. Purpose of the Study ............................................... 4
F. Significance of the Study ........................................ 4
CHAPTER II. THEORETICAL FRAMEWORK ............................. 5

A. Reading ................................................................... 5
1. General Concept of Reading .............................. 5
2. Kinds of Reading ................................................ 7
3. Purposes of Reading ........................................... 8
4. Reading Comprehension .................................... 10
B. Narrative Text ......................................................... 12
1. The Understanding of Narrative Text ................ 12
2. Purposes of Narrative Text ................................. 12
3. Schematic Structures of Descriptive Text .......... 13
C. Collaborative Strategic Reading (CSR) .................. 15
1. Definition of Collaborative Strategic
Reading (CSR) ................................................... 15
2. Purposes of Collaborative Strategic
Reading (CSR) ................................................... 17
3. Procedure of Collaborative Strategic
Reading (CSR) ................................................... 18
v
D. Teaching Narrative Text Using Collaborative Strategic
Reading (CSR) ........................................................ 21
E. Previous Studies ...................................................... 22
F. Hypothesis ............................................................... 23
CHAPTER III. RESEARCH METHODOLOGY .............................. 25

A. Place and Time of the Study ................................... 25
B. Method of the Study ................................................ 26
C. The Instrument ........................................................ 26
D. The Population and Sample .................................... 27
E. Data Analysis Technique ........................................ 27
1. Normality Test ................................................... 27
2. Homogeneity Test .............................................. 27
3. Hypothesis Test ................................................. 28
CHAPTER IV. RESULT AND INTERPRETATION ....................... 29

A. Result ...................................................................... 29
1. The Description of the Data .............................. 29
2. The Analysis of the Data ................................... 33
a. Results of Pre-test of Experimental Class
and Control Class ........................................ 33
b. Results of Post-test of Experimental Class
and Control Class ......................................... 37
c. Normality Test ............................................ 41
1) Pre-test Normality Test .......................... 41
2) Post-test Normality Test ....................... 42
d. Homogeneity Test ....................................... 43
1) Pre-test Homogeneity Test .................... 43
2) Post-test Homogeneity Test ............................. 43
e. Hypothesis Test ........................................... 44
B. The Interpretation of the Data ..................................... 45
CHAPTER V. CONCLUSION AND SUGGESTION ........................ 47

A. Conclusion ............................................................ 47
B. Suggestion ............................................................ 47
REFERENCES ....................................................................................... 48
APPENDICES ........................................................................................ 51
vi
LIST OF TABLES
Table 4.1 Pre-test and Post-test Score of Experimental Class ................. 29

Table 4.2 Pre-test and Post-test Score of Control Class .......................... 31
Table 4.3 Table of Data Description of Pre-test Result of Experimental
Class ........................................................................................ 33
Table 4.4 Table of Frequency Distribution of Pre-test Result of
Experimental Class .................................................................. 34
Table 4.5 Table of Data Description of Pre-test Result of Control
Class ........................................................................................ 35
Table 4.6 Table of Frequency Distribution of Pre-test Result of
Control Class ............................................................................ 36
Table 4.7 Table of Data Description of Post-test Result of
Table 4.8 Table of Frequency Distribution of Post-test Result of
Table 4.9 Table of Data Description of Post-test Result of Control
Class ........................................................................................ 39
Table 4.10 Table of Frequency Distribution of Post-test Result of
Control Class ........................................................................... 40
Table 4.11 Normality Pre-test Results between Experimental
Class and Control Class ........................................................... 41
Table 4.12 Normality Post-test Results between Experimental
Table 4.13 Homogeneity Pre-test Results between Experimental
Table 4.14 Homogeneity Post-test Results between Experimental
Table 4.15 T-test Result ........................................................................... 44
vii
LIST OF PICTURES
Picture 4.1 Diagram of Pre-test Result of Experimental Class ................ 35

Picture 4.2 Diagram of Pre-test Result of Control Class ......................... 37
Picture 4.3 Diagram of Post-test Result of Experimental Class .............. 39
Picture 4.4 Diagram of Post-test Result of Control Class ........................ 41
viii
LIST OF APPENDICES
1. Interview to the English Teacher ....................................................... 51

2. The Blueprint Test of Pretest ............................................................. 54
3. The Instrument of Validity Test ....................................................... 56
4. The Instrument of Pretest .................................................................. 57
5. The Answer Key of Pretest ............................................................... 61
6. The Instrument of Posttest ................................................................ 62
7. The Answer Key of Posttest .............................................................. 66
8. Lesson Plan of Experimental Class in Treatment 1 ........................... 67
9. Lesson Plan of Control Class in Treatment 1 ................................... 72
11. Lesson Plan of Control Class in Treatment 2 .................................... 82
13. Lesson Plan of Control Class in Treatment 3 .................................... 92
14. ANATEST Result .............................................................................. 96
ix
CHAPTER I
INTRODUCTION
A. Background of Study
English is one of the languages which becomes an international
language. Many people from different countries use English in order to be able
to communicate, not only in oral but also in written communication. Thus,
English known as lingua franca that is used worldwide. N. F. Blake states that
English is used widely as a lingua franca for purposes of commerce and
science because English has virtually achieved the status of a world language.1
In Indonesia, English which is regarded as a foreign language becomes
one of important subjects taught at school. Thus, based on Kurikulum Tingkat
Satuan Pendidikan (KTSP) 2006, Senior High School students are expected to
be able to master four language skills; listening, speaking, reading, and writing.
Especially for reading skill, the students are expected not only to read fluently,
but also comprehend the text completely. In mastering reading skill student
must understand some kinds of reading texts; narrative, procedure, recount,
expository, descriptive, and etc.2
From the statement above, it can be concluded that there are four skills
that should be mastered by the students in learning English (listening, speaking,
reading, and writing). It is clear that reading is one of the most important skills.
Educational researchers have found that there is a strong correlation between
reading and academic success.3 In other words, a student who is a good reader
is more likely to do well in school and pass exams than a student who is a weak
reader.
Based on the Senior High School syllabus, there are several kinds of
reading text that should be mastered by the grade XI students, such as report,
1
N. F. Blake, A History of the English Language, (London: Macmillan Press, 1996), p. 1.
2
Peraturan Menteri Pendidikan Nasional RI no. 23 Tahun 2006, Standar Kompetensi Mata
Pelajaran Bahasa Inggris SMA dan MA, p. 366.
3
The Importance of Reading, http://esl.fis.edu/parents/advice/read.htm.
1
2
narrative, analytical exposition, spoof, and hortatory exposition.4 In this study,

the researcher focus on doing research of reading narrative text because
narrative text is a part of recent target in teaching English for Senior High
School students. Narrative is a text that tells a story and, doing so, entertains the
readers.5 It consists of orientation, complication of problems, a sequence of
events, and orientation.6
According to the writers interview to the English teacher in SMA PGRI
109 Tangerang, there are some difficulties faced by the students in learning
reading, especially in reading narrative text. Reading narrative text is
considered as a boring activity for the students because they feel difficult to
comprehend the text and to conclude the idea of the text by themselves. The
students also faced many unfamiliar words in the reading text because they do
not have good background knowledge about the texts given by the teacher. As
the result, students lost their pleasure in reading and got low score in reading. In
this case, the role of the teacher is very important to develop students reading
comprehension. As the students facilitators, teachers need to select and to
prepare good teaching materials to help the students gain maximum result of
their reading class. It is in line with McDonough and Shaw who said that
teachers should provide materials that stimulate interest for their students.7
Teachers might also try to find some kinds of methods that could help the
students to get their pleasure in reading and to develop their reading
comprehension.
Nowadays, many teaching methods and techniques are offered to
facilitate teachers in developing their students ability in reading. One of those
techniques which are known to improve students reading ability is
Collaborative Strategic Reading (CSR). According to Klinger and Vaughn,
4
SilabusSemester GanjilKelas XI SMA PGRI 109 Tangerang.
5
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan,
1998), p. 3.
6
Ibid.
7
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A
Teachers Guide, (Malden: Blackwell Publishing, 2003), p. 99.
3
CSR is a collaborative technique that teaches students to use comprehension

strategies while working cooperatively.8 Student strategies include previewing
the text; giving ongoing feedback by deciding "click" (I get it) or "clunk" (I
don't get it) at the end of each paragraph; "getting the gist" of the most
important parts of the text; and "wrapping up" key ideas.9 In other words,
students are given the opportunity to contribute their group by working
together.
Regarding the explanation above, this study is intended to discuss about
The Influence of Collaborative Strategic Reading (CSR) Technique on
Students Achivement in Reading Comprehension of Narrative Text (A
Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109
Kota Tangerang).
B. Identification of the Problem

Based on the explanation of background of the study, there are some
problems which can be identified, such as:
1. The students lost their pleasure in reading narrative text.
2. Students got low score in reading narrative text.
3. The teachers have not been exploring more about other varieties of teaching
methods of reading skill.
4. The students feel difficult to comprehend reading narrative text by
themselves.
5. There are too many unfamiliar words in narrative text because of the
students do not have good background knowledge about the narrative texts
given by the teacher.
8
J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for
Exceptional Children, 1998), p. 32.
9
Ibid.
4
C. Scope of the Study

In order to avoid misunderstanding in interpreting the problem, the
writer makes the scope of the study. In this paper, the writer limits the problem
on the influence of Collaborative Strategic Reading (CSR) on students
achievement in reading comprehension of narrative text at the second year
students at SMA PGRI 109 Kota Tangerang.
D. Problems Formulation
Since there are many problems to identify, the writer formulates the
problems as follows:
Was there any influence of Collaborative Strategic Reading (CSR) technique
on students achievement in reading comprehension of narrative text?.
E. Purpose of Study
The purpose of this study was to know the empirical evidence of the
influence of using Collaborative Strategic Reading (CSR) technique on
students achievement in reading comprehension of narrative text, especially in
second grade of Senior High School.
F. Significance of the study

1. The result of the study hopefully can give information for the English
teachers about the using of Collaborative Strategic Reading (CSR)
technique in teaching reading.
2. The research is expected to be useful input for the students to encourage
them to master their reading comprehension by using a different technique.
3. This study may also be a reference for the next researches who want to
conduct a further research related to teaching reading, especially CSR.
4. The writer expects that the research will be useful for the writer herself, so
it will broaden her knowledge in teaching reading.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
Reading is viewed as one of the important skills in learning English as a
foreign language. It is in line with McDonough who said that as a skill, reading
is the most important foreign language skill.1 It can be seen that reading
becomes the most important skill because in some cases students have to read
the English material to understand the written text. Furthermore, reading will be
useful if someone can read many different materials and being able to
understand them.2 It means that reading is an important tool that can give so
much helps in life.
1. General Concept of Reading

Reading has many definitions given by linguists. According to Grabe
and Stoller, reading is the ability to draw meaning from the printed page and
interpret this information appropriately.3 Therefore, reading seems difficult skill
for students who use English as a second language and foreign language
because they have to transfer their mother language to the foreign language in
comprehending the text.
Based on the point of view above, generally reading is a complex
process of humans activity. As they are reading, they use their eyes and brain
to get the meaning of the authors message. In this sense, Harmer said that
reading is an activity that uses the eyes and the brain in which the eyes have
function to get the message or information and to send the message to the brain,
1
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A
Teachers Guide, (Malden: Blackwell Publishing, 2003), p. 89.
2
Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York: Addison-
Wesley Publishing Company, 1996), p. 2.
3
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (England:
Pearson Education Limited, 2002), p. 11.
5
6
and then the brain gets the message from the eyes and manages the message.4 In
addition, Aeberson stated that reading is what happens when people look at a
text and assign meaning to the written symbols in that text.5 It means that in
activity of reading there is an interaction between what the reader looks of the
text and what the author writes into printed symbols.
In addition, Farris explained that:
Reading means getting meaning from print. Reading is not phonics,
vocabulary, syllabication, or other skills, as useful as these activity
may be. The essence of reading is a transaction between the words of an
author and the main of a reader, during which meaning is constructed.
This means that the main goal of reading instruction must be
comprehension: above all, we want students to understand what is on a
page.6
The explanation above shows the general of reading as a transaction
between the author and the reader in getting the meaning of the written text. It
is strengthen by Nuttal who said that:
The view of reading offered in this book is essentially concerned with
meaning, specifically with the transfer of meaning from mind to mind:
the transfer of a message from writer to reader. As we shall see, it is not
quite as simple as that, but we exclude any interpretation of word
reading in which meaning is not central. We shall explore how we get
meaning by reading and how the reader, the writer and the text each
contribute to the process.7
From the explanations above, it can be known that reading is
transformation from mind to mind, especially how the reader gets the meaning
from the writers mind.
4
Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New York:
Longman Publishing, 1991), p. 190.
5
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and
Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997),
p. 15.
6
Pamela J. Farris, Teaching Reading: A Balanced Approach for Todays Classrooms, (New
York: McGraw Hill, 2004), p. 324.
7
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan,
2005), p. 3.
7
2. Kinds of Reading
Nuttal describes reading into two approaches, they are8:
a. Intensive Reading
Intensive reading involves approaching in text under the close guidance
of teacher or under the guidance of a task, which force the students to pay
great attention to the text.9 The aim of intensive reading is to arrive at a
profound and detailed understanding of the text: not only of what it means,
but also how the meaning is produced. For example, students read a text
and spending an hour to analyze grammar point and difficult vocabularies.
In this activity, the teacher and the students work together to explain the
meaning of the text and to analyze words and grammatical, sentence by
sentence.10
b. Extensive Reading
Extensive reading on the other side is reading program that will actively
promote reading out class.11 This activity is reading a longer text and
skipping or guessing unknown words. It carries out to achieve a general
understanding of a text.12 For example, students read a book, such as novel,
fairy tales, biographic or essays based on their interest and their level, and
spending an hour for reading whole text book. Extensive reading can make
students enjoy in reading.13
In the other hand, Broughton et al. identifies kinds of reading, such as:
a. Reading Aloud
The most important characteristic in reading aloud is oral matter,
including pronunciation, tone, speed, and pauses. Other activity that
improved in reading aloud is conversation. Few people are required to read
8
Christine Nuttal, Ibid., pp. 3839.
9
Christine Nuttal, Ibid, p. 38.
10
I. S. P. Nation, Teaching ESl/EFL Reading and Writing, (New York: Routledge, 2009),
p. 25.
11
Christine Nuttal, loc. cit., p. 39.
12
Francoise Grellet, Developing Reading Skills. A Practical Guide to Reading
Comprehension Exercise, (Cambridge: Cambridge university Press, 1986), p. 4.
13
I. S. P. Nation, loc. cit., p. 27.
8
aloud as matter of daily routine, radio newscasters, clergymen, and even

actor.
b. Silent Reading
The aim of silent reading is understanding. While doing silent reading,
there is no oral expression. In silent reading, we use our ability to
understand the meaning of the written sign.14
3. Purposes of Reading
When people read something, they have their own purpose. For example
when they read a newspaper the purpose is to get information. When they read
a comic the purpose is to get the pleasure. As stated by Aeberson, people read
because they have a purpose.15 Some people read the text because their
purposes want to find the information of the text.
Some linguists have explanation about the purpose of reading.
According to Nuttall, the main purpose of reading is to get the meaning or the
message from a text.16 In reading activity the readers have a major purpose to
get the information of the text. Another idea stated that, generally the mainly
purpose of reading is to get new information and pleasure.17 Based on
McDonough & Shaw at the previous, reading activities is not merely get the
point of the text but also provide fun. The readers purpose may want to gain
meaning and pleasure.
In addition, Williams (1984) usefully classifies reading into:
a. Getting general information from the text
b. Getting specific information from a text
c. For pleasure or for interest18
14
Geofrey Broughton, et al., Teaching English as a Foreign Language, (New York: Taylor
& Francais e-Library, 2003), pp. 9192.
15
Aebersold and Field, loc. cit., p. 15.
16
Nuttal, op. cit., p. 4.
17
McDonough and Shaw, op. cit., pp. 9192.
18
Ibid., p. 90.
9
Based on that, reading has two main purposes. Those are reading for
getting information and for pleasure.
Meanwhile, Harmer stated that reading has some purposes:
a. Identifying the topic
In identifying the topic of the text, they get the topic by relating their
own schemata; it will help them to get the idea about the text quickly and
effectively.
b. Predicting and Guessing
The readers sometimes guess in order to try and understand what the
text is about, especially if they have first identified the topic. And they try
to predict what is coming and make assumptions about the content of the
text. Then they try to relate their schemata with the text that they read.
c. General understanding
The readers have not to understand the text specifically, but they just
understand the general idea of the text and they do not need to focus on
details information. It is called as skimming. It means running your eyes
over a text to get a quick idea of the gist of a text.
d. Specific information
The readers need the specific details that include in the text. It is called
as scanning. For example the readers want to find the name of director or
movie stars in a film review.
e. Detailed information
Sometimes the readers read in order to understand everything in details
information. It is usually in written instructions or directions or description
of scientific procedures. For example if someone writes an address and
telephone number.
f. Interpreting text
10
The readers are able to get the meaning of the passage, using a variety
of clues to understand what the writer is implying. The readers will be
success in interpretation if they have schemata.19
From purposes stated by many linguists above the writer concludes that
the readers have their purposes in reading the written text based on what they
need and what they want. The readers need to know the information of the text,
such as news paper, magazines, or instruction book in using or making
something, and to get specific information in answering the questions related to
the text, and then to develop their vocabulary. Next, the readers want to get
pleasure and enjoyment when read something.
4. Reading Comprehension
Undoubtedly, reading cannot be separated from comprehension.
Comprehension skills are the capability to use context and prior knowledge to
aid reading and to make sense what one reads and hears. 20 To comprehend a
text, the readers have to repeat continually and connect each word, sentence, or
page of what they have read before.21
In reading activity, sometimes the reader finds the difficulty in
understanding same meaning on the writers mind because reading is a complex
process. According to Aebersold and Field, the meaning the reader gets from
the text may not be exactly the same as the meaning the writer of the text
wished to convey.22 Thus, they have to think when they are reading by
integrating comprehensively.
Lems et al. state that reading comprehension is not a static
competency; it varies based on the purposes for reading and the text that is
19
Harmer, op. cit., pp. 201202.
20
Susan Israel & Gerald G. Duffy, Handbook of Research on Reading Comprehension,
(New York: Routledge, 2009), p. 32.
21
Judy Willis, M. D, Teaching the Brain to Read, (Alexandria: ASCD, 2008), pp. 126-127.
22
Aebersold and Field, loc. cit., p. 5.
11
involved.23 It is in line with Gillet et al., who state that reading is an active
process of making meaning. Good readers can find the main ideas, summarize,
and draw a conclusion from the text.24
Comprehension is evident when readers can:
a. Interpret and evaluate events, dialogue, ideas, and information.
b. Connect information to what they already know.
c. Adjust current knowledge to include new ideas or look at those ideas in a
different way.
d. Determine and remember the most important points in the reading.25
To comprehend reading materials successfully, fluent readers need some
strategies to help them. Gebhard describes what they have to do in
comprehending reading text:
a. Skip the unknown words
b. Predict meaning by relating the context of the text
c. Do not translate each word
d. Have a schemata about the text
e. Draw a conclusion by using pictures or illustration
f. Read things of interest
g. Repeating reading activity to check comprehension26
In sum up, from the explanations were given by linguists above related
for understanding of reading, the writer conclude that reading comprehension is
an important skill that includes specific skills like comprehending, interpreting,
organizing idea, recalling the experience and getting the meaning from the text.
Thus, the readers need to maximize their eyes and brain to grasp the authors
23
Kristin Lems, et al., Teaching reading to the English Language Learners, (New York:
The Guilford Press, 2010), p. 170.
24
Jean Wallace Gillet, et al., Understanding Reading Problems, (Boston: Pearson
Education, 2012), p. 166.
25
Kristin Lems, op. cit., p. 170.
26
Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (USA: The
University of Michigan Press, 1999), p. 199.
12
message while they are reading. Again, they have the schemata to get easily in
comprehending the text.
B. Narrative Text
1. The Understanding of Narrative Text
Anderson and Anderson define that a narrative is a text that tells a story
to entertain the audience. Narrative can be presented as written or spoken texts.
Written narrative often takes form of novels. The story is said to be told in the
first person. If a person outside the story is the narrator, then the story is being
told in the third person.27 Meanwhile, according to Siahaan and Shinoda,
narrative text is a text which is written to entertain people and to tell a story or
experience in different ways.28 It means that the narrator intended to make the
story interesting to read by setting the characters, events, and something can be
learned from the story.
From those explanations above, it can be concluded that narrative text is
a text which tells a story of series or events. It tells the readers about an
amusing story. The components of narrative text are made to entertain the
readers.
2. The Purpose of Narrative Text

The aim of narrative, other than providing entertainment, it can also
make the audience think about the issue, teach them a lesson, or excite their
emotion.29
Its purpose is to present a view of the world that entertains or informs
the reader or listener.30 It is in line with Rudi Hartono who states that the social
27
Mark Anderson and Kathy Anderson, op.cit., p. 3.
28
Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,
2008), p. 73.
29
Mark Anderson and Kathy Anderson, op.cit., p. 3.
30
Ibid., p. 4.
13
function of narrative text is to amuse and to deal with actual or various

experience in different ways.31
3. Schematic Structures of Narrative Text

Generally, narrative text has a schematic structure, there are:
a. Orientation
In this paragraph, the narrator tells the audience who is in the story,
when it is happening, where it is happening, and what is going on.
b. Complication
This is the part of the story where the narrator tells about something that
will begin in a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
c. Sequence of event
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The events can be
told in chronological order (the order in which they happen) or with
flashback. The audience is given the narrators point of view.
d. Resolution
In this part of the narrative, the complication is sorted out or problem is
solved.
e. Coda
The narrator includes a coda if there is a moral or message to be learned
from the story.32
31
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
32
Ibid., p. 4
14
The example of schematic structure of narrative text:
Cinderella
Once upon a time there was a young girl
Orientation named Cinderella who lived with her stepmother
and two stepsisters.
Cinderellas stepmother and stepsisters
were conceited and bad tempered. They treated
Complication
Cinderella very badly. Her stepmother made
Cinderella do the hardest work in the house, such
as scrubbing the floor and cleaning the pots and
pans. She gave Cinderella an old ragged dress to
wear. The two stepsisters, on the other hand, did
no work about the house, and their mother gave
them many handsome dresses to wear.
Complication One day, the two stepsisters received an
invitation to a ball that the kings son was going
to give at the palace. They were excited about this
and spent so much time choosing the dresses they
would wear. At last the day of the ball came, and
away went the sisters to it. Cinderella could not
help crying after they had left.
Why are you crying, Cinderella?, a
voice asked. She looked up and saw her fairy
godmother standing beside her. Because I want
to go to the ball., said Cinderella. Well,, said
her godmother, Youve been such a cheerful,
uncomplaining, hardworking girl that I am going
to see that you do go to the ball.
Magically, the fairy godmother changed a
pumpkin into a fine coach and mice into a
coachman and two footman. Her godmother
tapped Cinderellas ragged dress with her wand,
Resolution and it became a beautiful ball gown. Then she
gave her pair of pretty glass slippers. Now,
Cinderella,,, she said, You must leave before
midnight. The, away she drove in her beautiful
coach.
Cinderella was having a wonderful good
time. She danced again and again with the kings
son. Suddenly, the clock began to strike twelve.
She ran towards the door as quickly as she could.
In her hurry, one of her glass slippers came off
and was left behind.
15
A few days later, the kings son

proclaimed he would marry the girl whose foot
fitted the glass slipper. The kings page came to
Cinderellas house her stepsisters tried on the
Crisis slipper but it was too small for them no matter
how hard they squeezed their toes into it. The
kings page let Cinderella try on the slipper. She
stuck out her foot, and the page slipped the
slipper on. It fitted perfectly.
Finally, she was driven to the palace. The
Major Resolution kings son was overjoyed to see her again. They
were married and lived happily ever after.33
C. Collaborative Strategic Reading (CSR)

1. Definition of Collaborative Strategic Reading
Collaborative Strategic Reading (CSR) was found and developed by
Klinger & Vaughn in 1998. They state that Collaborative Strategic Reading
(CSR) is an excellent teaching technique for teaching students reading
comprehension and building vocabulary and also working together
cooperatively.34 It means that Collaborative Strategic Reading (CSR) is a
technique that can improve students reading comprehension, increase their
vocabulary, and also enhanced cooperative skills during reading activity.
Meanwhile, Bremer et al. state that Collaborative Strategic Reading
(CSR) is a reading comprehension practice that combines two instructional
elements: (a) modified reciprocal teaching, and cooperative learning or student
pairing.35 In this statement, reciprocal teaching means teacher and students are
33
Rudi Hartono, op.cit., p. 20.
34
J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for
Exceptional Children, 1998), p. 32.
35
Christine D. Bremer, et al., Collaborative Strategic Reading (CSR): Improving
Secondary Students Reading Comprehension Skills,( Research to Practice Brief, volume 1,
2002), p. 1.
16
working together in summarizing, questioning, clarifying, and predicting the

reading materials.36
Initially, the teacher presents the strategies to the whole class using
modeling, role playing, and teacher think-aloud.37 The concept of this strategy
is engaging students to work in small cooperative groups and applying four
reading strategies: Preview, Click & Clunk (fix-it strategies), Get the Gist (main
idea), and Wrap Up (summarizing and questioning strategies).38
Klingner and Vaughn describe the four strategies a follows:
a. Preview: Prior to reading, students recall what they already know about the
topic and to predict what the passage might be about.
b. Click and Clunk: During reading, students monitor comprehension by
identifying clunks, or difficult words and concepts in the passage, and using
fix-up strategies when the text does not make sense.
c. Get the Gist: During reading, students restate the most important idea in a
paragraph or section.
d. Wrap-up: After reading, students summarize what has been learned and
generate questions that a teacher might ask on a test.39
During Collaborative Strategic Reading (CSR), students are divided into

small group consists of 4-6 students each group, and perform a different role.40
In this technique, role is an important aspect of Collaborative Strategic Reading
(CSR) because cooperative learning seems to work best when all group
members have been assigned in a meaningful task. Thus, students are assigned
36
Ibid.
37
Dian Novita, The Effectiveness of Collaborative Strategic Reading (CSR) for Teaching
Reading Comprehension at Muhammadiyah University of Sidoarjo, p. 4. Retrieved on January
2012.
38
Ibid.
39
J. K. Klingner and S. Vaughn, The Helping Behaviors of Fifth Gragers While Using
Collaborative Strategic Reading During ESL Content Classes, ( TESOL Quarterly, volume 34.
No. 1, 2000), p. 73.
40
Ibid.
17
roles in Collaborative Strategic Reading (CSR) lessons that they must fulfill
together.
Possible roles include the following:
a. Leader: Tells the group what to read next and what strategy to use next.
b. Clunk Expert: Uses clunk cards to remind the group of the steps to follow
when trying to figure out the meaning of their clunk(s).
c. Gist Expert: Guides the group toward getting the gist and determines that
the gist contains the most important idea(s) but no unnecessary details.
d. Announcer: Calls on group members to read a passage or share an idea.
e. Encourager: Give feedback and encourages all group members to
participate and assist one another.
f. Timekeeper: sets the time for each portion of CSR.41
In Collaborative Strategic Reading (CSR), all students are actively

involved, and everyone has the opportunity to contribute as group members
understand the text with CSR. Meanwhile, the role of the teacher in CSR is
connecting each group, clarifying the clunks, and providing assistance. 42
2. Purpose of Collaborative Strategic Reading (CSR)

There are some purposes of Collaborative Strategic Reading (CSR).
According to Abidin, The goals of CSR are to improve reading comprehension
and increase conceptual learning in ways that maximize students'
involvement.43 It means that Collaborative Strategic Reading (CSR) is
designed to maximize students engagement and help all students to be
successful in improving their reading comprehension. It is in line with Klingner
et al. who state that Collaborative Strategic Reading (CSR) was design to
41
J. K. Klingner and S. Vaughn, op cit., pp. 73-74.
42
Christine D. Bremer, op. cit., p. 6.
43
M. J. Z. Abidin, Collaborative Strategic Reading (CSR) within Cognitive and
Metacognitive Strategies Perpectives, European Journal of Bussines and Management, vol. 4.
No. 1, 2012, p. 62.
18
facilitate reading comprehension for students with reading, learning, and

behavior problems included in general education classroom.44
In addition, Klingner et al. also state that:
Collaborative Strategic Reading (CSR) helps students learn specific (preview),
monitoring understanding (click and clunk), finding the main idea (get the gist),
and generating question and reviewing key ideas (wrap up). Collaborative
Strategic Reading (CSR) also provides student plays a critical role associated
with the effective functioning of the group and the implementation of strategies
(e.g., leader, clunk expert, gist pro).
Based on the statement above, Collaborative Strategic Reading (CSR)

can increase involvement, improve the quality of discussions, and enhance
students abilities to help each other, particularly with unknown vocabulary.
M. J. Z. Abidin describes the benefits of Collaborative Strategic
Reading (CSR) as follows:
a. Promoting student and academic achievement
b. Increasing students retention
c. Enhancing student satisfaction with their learning experience
d. Helping students develop skills in oral communication
e. Developing students social skills
f. Promoting students self-esteem
g. Helping to promote positive race relation45
In sum up, the purpose of Collaborative Strategic Reading (CSR) is to
facilitate the students to improve their reading comprehension by working
in groups and to better understand the material in their reading assignments.
3. Procedure of Collaborative Strategic Reading (CSR)

CSR can be implemented in two phases: (a) teaching the strategies, and
(b) cooperative learning group activity or student pairing.46
44
J. K. Klingner et. al., Collaborative Strategic Reading: Real-World Lessons from
Classroom Teachers, Remedial and Special Education, vol. 25, no. 5, 2004, p. 292.
45
M. J. Z. Abidin, op cit., p. 65.
46
19
a. Phase 1. Teaching the Strategies

In this phase, students learn four strategies: preview, click and clunk, get
the gist, and wrap up. Preview is used only before reading the entire text for
the lesson. Meanwhile, wrap-up is used only after reading the entire the text
for the lesson. The other two strategies, click and clunk and get the gist, are
used many times while reading the text, after each paragraph or two.47
Here the CSRs Plan for Strategic Reading according to Klingner and
Vaughn:
Before Reading
1. Preview
a. Brainstorm: What do we already know about the topic?
b. Predict: What do we think we will learn about the topic when we
read the passage?
R E A D (the first passage or section)
During Reading
2. Click and Clunk
a. Were there are any parts that we hard to understand (clunks)?
b. How can we fix the clunks? Use fix-up strategies:
1) Reread the sentence and look for key ideas to help you
understand the word.
2) Reread the sentence with the clunk and the sentences before
or after the clunk looking for clues.
3) Look for a prefix of suffix in the word.
4) Break the word apart and look for smaller words.
3. Get the Gist
a. What is the most important person, place, or thing?
b. What is the most important idea about the person, place, or
thing?
R E A D (Do steps 2 and 3 again, with all the paragraphs or sections
in the passage)
After Reading
4. Wrap Up
a. Ask questions: What questions would show we understand the
most important information? What are the answers to those
questions?48
47
Ibid.
48
J K. Klingner and S. Vaughn, op cit., p. 33
20
b. Phase 2. Cooperative Learning Group Roles

In cooperative groups, each student must have a key role and
responsibility for their group success. They also need a preparation in order to
work productively and effectively.49 Bremer et al. describe the procedures for
using in groups as follows:
1) Set the stage
First, the teacher assigns students to groups. Each group should include
about four students of varying ability. Then, the teacher assigns roles to
students. Roles should rotate on a regular basis so that students can
experience a variety of roles. Possible roles include a leader, a clunk expert,
a gist expert, an announcer, an encourager, and a timekeeper.
2) Materials.
The following materials may be helpful as a teacher assists students to
use CSR and cooperative learning techniques.
1. Reading materials. When selecting reading materials for CSR, the
following factors are recommended for consideration:
a) Providing clues that help students predict what they will be learning
b) Having one main idea in a paragraph
c) Providing context that helps students connect information
2. Clunk cards. Each of the four clunk cards contains one fix-up strategy. Fix-
up strategies included in the clunk cards are:
a) Reread the sentence with the clunk and looks for key ideas to help you
figure out the word - think about what makes sense
b) Reread the sentences before and after the clunk looking for clues
c) Look for a prefix or suffix in the word that might help
d) Break the word apart and look for smaller words that you know.
3. Cue cards. Cue cards outline the procedures to be followed in a cooperative
learning group. They remind students of each step of CSR for each role.
49
Dian Novita, op. cit., p. 4.
21
Each role comes with a corresponding cue card that explains the steps to be
followed to fulfill that role.
4. Learning log. CSR learning logs serve two roles: (a) written documentation
of learning, assuring the individual accountability that facilitates
cooperative learning, and (b) study guides for students.
5. Timer (optional). Timers that students set by themselves can help groups to
remain on task.
6. Score card (optional). The scorekeeper in a group follows a cue card to find
out when to award points, and records these points on a score card.50
Based on the explanation above, it can be concluded that in CSR,

readers are engaged to generate their pre-existing knowledge by previewing
overall look of the text while looking at non linguistics features such as; charts,
pictures and diagrams. Through this process, the readers predict what they will
learn from the text. CSR engages students to work in small group
cooperatively, so they have opportunity to discuss and share the ideas among
the members of the groups as well as develop their social skills.
D. Teaching Reading Using Collaborative Strategic Reading (CSR)

The following is procedures in teaching narrative text using
Collaborative Strategic reading (CSR):
First: Introduce the procedures of Collaborative Strategic reading
(CSR). Tell students about the advantages in learning reading
using Collaborative Strategic reading (CSR) and explain them
that Collaborative Strategic reading (CSR) is useful for them to
develop their reading comprehension of narrative text.
Second: Divide students into small groups. Each group consists of 5 - 6
students. After all students get a group, they have to choose the
50
22
role as a leader, a clunk expert, a gist expert, an announcer, an

encourager, and a timekeeper.
Third: Give students the instruction to practice reading activity using
Collaborative Strategic reading (CSR) including preview, click
and clunk, get the gist, and wrap up.
Fourth: Control all group when the students work and help if they find
problem.
Fifth: Retell the text in front of the class and other students give their
argument.
Sixth: Give students some questions related to the text. This activity is
done individually. After finishing, they collected the answer
sheet. Finally, make an evaluation about students answer; it will
make the teacher knows their score in reading comprehension.
E. Previous Studies
The first study using CSR was done by Vaughn & Schumm in 1998.
This research was conducted with 26 seventh and eighth graders with low
learning abilities who used English as a second language. In this study, students
learn to use modified reciprocal teaching methods in cooperative learning
groups (i.e., brainstorm, predict, clarify words and phrases, highlight main idea,
summarize main ideas and important detail, and ask and answer the questions.
The researchers found that CSR was effective in improving reading
comprehension for most of the students with low learning abilities.51
The second previous study was conducted by Klinger and Vaughn in
1998. Vaughn and Schumm implemented CSR with fourth graders with a wide
range of reading levels. Students in the CSR group significantly outperformed
those in the control group on comprehension. In a subsequent study, fifth-grade
students were taught to apply CSR by trained classroom teachers during
51
J. K. Klinger and S. Vaughn, Using Collaborative Strategic Reading.Teaching
Exceptional Children.(TESOL Quarterly, 1998).
23
English as a Second Language (ESL) science classes. It was shown that the
students significantly increased their vocabulary from pre- to post-testing.
Furthermore, students in CSR groups spent greater amounts of time engaged in
academic-related strategic discussion and assisted one and another while using
CSR.52
The third study was conducted by Mirwan Saputra at the first grade of
SMAN 1 Tulang Bawang Tengah, Lampung. In this study, the researcher
applied one group pretest and posttest design. After being taught through CSR
technique, the researcher draws a major conclusion that there was a significant
increase of students reading comprehension achievement. The T-test results
showed that the students mean score of posttest in experimental class was
higher than pretest. Thus, the researcher can conclude that CSR is appropriate
and effective to be used in increasing students reading comprehension
achievement in all level education.53
F. Theoretical Hypothesis
There are two kinds of hypotheses which can be estimated here, those
are:
H1 : By using Collaborative Strategic Reading (CSR) technique, it will
improve the students achievement in reading comprehension of narrative text.
H0 : By using Collaborative Strategic Reading (CSR) technique, it will
not improve students achievement in reading comprehension of narrative text.
From the basis of problem of the study and theoretical framework which
have been started, the researcher draws the hypothesis of the research which
can be started as follows:
52
J.K. Klingner, et al., Collaborative Strategic Reading during Social Studies in
Heterogeneous Fourth Grade Classroom.(The Elementary School Journal, volume 99 no. 1,
1998).
53
Mirwan Saputra, The Implementation of Collaborative Strategic Reading Technique in
Increasing Students Reading Comprehension Achievement at the First Grade of SMAN 1
Tulang Bawang Tengah.
24
By using Collaborative Strategic Reading (CSR) technique, it will improve the

students achievement in reading comprehension of narrative text at the second
grade of SMA PGRI 109 Kota Tangerang.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study

This research took place in SMA PGRI 109 Kota Tangerang which is
located at Jl. Untung Suropati II No. 14, Cimone Jaya, Karawaci, Tangerang,
Banten, on the first semester.
The school has 424 students that are divided into 12 classes. There are 4
classes for tenth class, 4 classes for eleventh grade and 4 classes for twelfth
grade. The researcher had conducted the research for three weeks. It began on
November 27th 2013 and ended on December 20th 2013.
B. Method of the Research

In this research, the researcher uses quantitative research. According to
Creswell, in quantitative research there are three design; experimental,
correlation and survey1. The writer uses experimental design. Experiment is a
procedure for testing a hypothesis by setting up a situation in which the strength
of the relationship between variables can be tested.2 Also, it establishes possible
cause and effect between independent and dependent variables.3 This study will
use A Quasi Experiment Design specifically. It is because the interactions of
selection with other factors are possibilities.4 It is one of approaches of research
that uses two groups; those are experimental class and control class. Arikunto
stated that, generally, the researcher in experimental research uses two groups,
1
John W. Creswell, Educational Reserach: Planning, Conducting, and Evaluating
Quantitative and Qualitative Reserach International Edition, (Boston: Pearson, 2002), p.12.
2
David Nunan. Research Method in Language Learning. (New York: Cambridge
.University Press, 1992), p. 25.
3
John W. Creswell. op. cit., p. 295.
4
Ibid, p. 310.
25
26
experimental group as a group that gets the treatment and the control group that
did not get treatment.5
The researcher implements Collaborative Strategic Reading (CSR)
technique in the first class and Grammar Translation Method is implemented in
the second class. This study focuses on giving treatment to the experimental
class by applying Collaborative Strategic Reading in teaching reading, and then
the researcher observes the result through classroom observation and test.
C. The Population and Sample

The researcher conducted the experiment of SMA PGRI 109 Kota
Tangerang. The population of the research is the second grade of senior high
school. There are 4 classes of second grade. The total number of students or
population is 140 students. The sampling technique of this research is
Purposive Sampling, because it takes the sample with any consideration.6 In
this research, the researcher chooses XI IPA 1 as the experimental class and XI
IPA 2 as the control class, because according to the English teacher in that
school, those classes were appropriate to become the object of this research.
Both of those classes consist of 35 students. The researcher chooses the second-
grade because reading skill is the crucial skill for them in the preparation of
facing the National Examination in the third grade.
D. The Instrument of the Data

The instrument of this study is a test of English which consist of 25
multiple choice questions taken from some books of English for Second Grade.
The 25 items of the tests is tested to the students from the third grade. After the
test is applied, the researcher measures the instruments validity and reliability
used ANATEST. For the ANATEST result, it can be seen on appendices.
5
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka
Cipta, 2006), p. 311.
6
Sugiyono. Metode Penelitian Pendidika,. (Bandung: Alfabeta, 2012), p. 124.
27
E. Data Collection Techniques

Technique of collecting data in this research is using pretest and posttest
that was given to both experimental class and control class. In this research, the
researcher gave pre-test to see students basic capability in reading before using
Collaborative Strategic Reading (CSR) technique in reading class. The next test
was post-test which will measure the effectiveness of CSR technique towards
students reading comprehension achievement in a certain period.
F. Data Analysis Technique

The researcher used T-test to find out the differences between the
students scores which were taken from pre-test and post-test in experiment
class and control class. Before calculate the hypothesis testing, the researcher
first measure normality and homogeneity test. Moreover, the writer analyzed
the data by using SPSS v.16 for Windows software to do the normality test, the
homogeneity test, and T-test.
1. Normality Test
Normality test is done towards two classes; those are experimental class
and control class. Normality Test is used to know whether the data from both
sample groups which is examined comes from the population of normal
distribution or not. The normality test is done with SPSS v.16 for Windows with
requirement as follows: If the significance score of (Asyim Sig 2 tailed) > 0.05,
so the data is come from the normal population, but if (Asyim Sig 2 tailed) <
0.05, so the data is not come from normal population.
2. Homogeneity Test
After normality test gives indication that data is distributed normally, so
it needs to do homogeneity test. Homogeneity Test is used to know the
similarity of the two conditions or population. The researcher also uses SPSS
28
v.16 for Windows to do homogeneity test which is Analyze-Compare Means-

One Way ANOVA.
3. Hypothesis Testing
For The Hypothesis Test, the researcher uses T-Test to find out whether
there is the differences between two variables in this study. The researcher uses
SPSS v.16 for Windows program to find the result. After gaining the t-value, the
researcher compares T-value and T-table.
Testing hypothesis uses criteria with significance degree 0.05. The
conclusion is gained as follows:
If t-value < t-table, the Ho is accepted.
If t-value > t-table, the Ho is rejected or H1 is accepted.7
H1 : There is an influence of Collaborative Strategic Reading (CSR)
technique on the students achievement in reading comprehension of
narrative text.
H0 : There is no influence of Collaborative Strategic Reading (CSR)
technique on the students achievement in reading comprehension of
narrative text.
7
Suharsimi Arikunto, op. cit., p. 311.
CHAPTER IV
RESULT AND INTERPRETATION
A. Result
1. The Description of the Data
In this research, the researcher gave treatments to both experimental class and
control classabout reading narrative text. In the experimental class the researcher
implemented Collaborative Strategic Reading (CSR) Technique, while in the control
class the researcher implemented Grammar Translation Method (GTM). After that,
the researcher measured students reading comprehension achievement by using a test
in multiple choice forms.
The instrument of the study was 25 numbers of questions given to the 35
students of class XII IPA 1 of SMA PGRI 109 Kota Tangerang.The researcher
conducted the validity and reliability instrument test before she administered the test
to both classes.From the validity and reliability test, there were 16 valid questions
from 25 questions which were gained. It should be 20 questions used in pre-test and
post-test. Therefore, there were 4 numbers of questions should be revised.
The Table 4.1 below shows the result of the test which analyzes the students
scores of pre-test and post-test in experimental class (variable X).
Table 4.1
Pre-test and Post-test Score of Experimental Class
Students
Pre-test Post-test
(X)
1 55 75
2 55 70
3 40 95
4 80 85
5 70 75
29
30
Students
(X) Pre-test Post-test
6 40 80
7 60 80
8 55 90
9 50 85
10 40 85
11 70 90
12 55 85
13 55 95
14 50 80
15 30 75
16 80 90
17 75 90
18 60 80
19 35 70
20 65 85
21 65 85
22 65 80
23 75 90
24 65 80
25 60 85
26 60 95
27 75 75
28 55 90
29 80 95
30 65 90
31
Students
(X) Pre-test Post-test
31 70 90
32 60 70
33 75 80
34 45 70
35 35 75
Based on the table above, it could be seen the lowest and the highest score
from 35 students in the class. The lowest score in the pre-test was 35 and the highest
score was 80. After the writer giving the treatment using Collaborative Strategic
Reading (SCR) Technique, the writer gave the students post-test. The data showed in
post-test that the lowest score was 70 and the highest score was 90.
The table 4.2 below shows the result of the test which analyzes the students
scores of pre-test and post-test in control class (variable Y).
Table 4.2
Pre-test and Post-test Score of Control Class
Students
(Y) Pre-test Post-test
1 60 65
2 65 65
3 60 70
4 50 55
5 65 60
6 45 45
7 40 55
8 70 75
32
Students
9 70 70
10 55 60
11 30 60
12 50 60
13 40 55
14 65 65
15 65 65
16 60 65
17 50 65
18 75 70
19 50 75
20 60 65
21 55 70
22 70 70
23 65 70
24 50 65
25 55 60
26 80 80
27 60 65
28 65 70
29 60 60
30 60 60
31 75 75
32 50 80
33 70 70
33
Students
34 45 55
35 50 45
Table 4.2 showed the lowest and the highest score from 35 students in the
control class. The lowest score in the pre-test was 30 and the highest score was 80.
The data showed in post-test that the lowest score was 45 and the highest score was
80.
2. The Analysis of the Data

a. Results of Pre-test of Experimental Class and Control Class
The result of pretest of experimental class and control class based on SPSS
v.16 for windows program was gained from the steps as follows: Analyze
description statistic frequencies statistic. Results gained from a pre-test in class XI
IPA 2 as an experimental class of this research are presented in a table below:
Table 4.3
Table of Data Description of Pre-test Result of Experimental Class
N Valid 35
Missing 0
Mean 59.28
Median 60.00
Mode 55.00
Std. Deviation 1.356
Variance 184.0
Range 50.00
Minimum 30.00
Maximum 80.00
Sum 2075
34
The table above shows that the dataof the experimental class is 35 students.
The total of all data which is divided with the number of data determined as mean
score from the experimental class is 59.28. Median score is 60.00. The median is the
numerical value separating the higher half of a data sample, a population, or a
probability distribution, from the lower half.The mode is defined as the element that
appears most frequently in a given set of elements. The mode score from the table is
55.00. The set of scores constitute a population determined as variance score is 184.0,
and deviation standard is 1.356. Deviation standard is a quantity calculated to indicate
the extent of deviation for a group as a whole. The highest score of the experimental
class is 80.00 and the lowest score is 30.00. The sum gained from the total scores is
2075.
According to the table above, it can be made a table of frequency distribution
which is presented as follows:
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental Class
Score
Frequency Percent (%)
30 1 2.9
35 2 5.7
40 2 5.7
45 2 5.7
50 2 5.7
55 6 17.1
60 5 14.3
65 5 14.3
70 3 8.6
75 4 11.4
80 3 8.6
Total 35 100.0
35
The table above is a tool of presentation consisting of columns and rows and
there are numbers which describe the division and the percentage of frequency
distribution.
Beside the table of frequency distribution, it also can be describe by a diagram
0
30 35 40 45 50 55 60 65 70 75 80
Picture 4.1
Diagram of Pre-test Result of Experimental Class
Results gained from a pre-test in class XI IPA 1 as a control class of this

research are presented in a table below:
Table 4.5
Table of Data Description of Pre-test Result of Control Class
N Valid 35
Missing 0
Mean 58.14
Median 60.00
Mode 50.00
36
N Valid 35
Missing 0
Variance 123.6
Range 50.00
Minimum 30.00
Maximum 80.00
Sum 2035
The table above shows that the data of the control class is 35 with sum 2035.
Mean score from the control class is 58.14, the variance score is 123.6, and deviation
standard is 1.112. The highest score of the control class is 80.00 and the lowest score
is 30.00. The median score is 60.00 and the mode score is 50.00
The table of frequency distribution from the data above is presented as
follows:
Table 4.6
Table of Frequency Distribution of Pre-test Result of Control Class
Score
Frequency Percent
30 1 2.9
40 2 5.7
45 2 5.7
50 7 20.0
55 3 8.6
60 7 20.0
65 6 17.1
70 4 11.4
75 2 5.7
80 1 2.9
Total 35 100.0
37
The diagram from the data above is presented as follows:
7
6
5
4
3
2
1
0
30 35 40 45 50 55 60 65 70 75 80
Picture 4.2
Diagram of Pre-test Result of Control Class
b. Results of Post-test of Experimental Class and Control Class

The result of posttest of experimental class and control class based on SPSS
v.16 for windows program was gained from the steps as follows: Analyze
description statistic frequencies statistic. Results gained from a post-test in class XI
IPA 1 as control class of this research are presented in a table below:
Table 4.7
Table of Data Description of Post-test Result of Experimental Class
N Valid 35
Missing 0
Mean 82.42
Median 80.00
Mode 80.00

38
N Valid 35
Missing 0
Variance 59.37
Range 25.00
Minimum 70.00
Maximum 95.00
Sum 2885
The table above shows that the data of the experimental class is 35 with sum
2885. Mean score from the experimental class is 82.42, the variance score is 59.37,
and deviation standard is 7.705. The highest score of the experimental class is 95.00
and the lowest score is 70.00. The median score is 80.00 and the mode score is 80.00
According to the table above, it can be made a table of frequency distribution
Table 4.8
Table of Frequency Distribution of Post-test Result of Experimental Class
Score
Frequency Percent
70 4 11.4
75 6 17.1
80 8 22.9
85 7 20.0
90 6 17.1
95 4 11.4
Total 35 100.0
Beside the table of frequency distribution, it also can be describe by a

diagram which is presented as follows:
39
8
7
6
5
4
3
2
1
0
70 75 80 85 90 95
Picture 4.3
Diagram of Post-test Result of Experimental Class
Results gained from a post-test in class XI IPA 1 as a control class of this

research are presented in a table below:
Table 4.9
Table of Data Description of Post-test Result of Control Class
N Valid 35
Missing 0
Mean 64.57
Median 65.00
Mode 65.00
Variance 68.19
Range 35.00
Minimum 45.00
Maximum 80.00
Sum 2260
40
The table above shows that the data of the control class is 35 with sum 2260.
Mean score from the control class is 64.57, the variance score is 68.19, and deviation
standard is 8.257. The highest score of the control class is 80.00 and the lowest score
is 45.00. The median score is 65.00 and the mode score is 65.00
According to the table above, it can be made table of frequency distribution
Table 4.10
Table of Frequency Distribution of Post-test Result of Control Class
Score
Frequency Percent
Valid 45 2 5.7
55 4 11.4
60 7 20.0
65 9 25.7
70 8 22.9
75 3 8.6
80 2 5.7
Total 35 100.0
Beside the table of frequency distribution, it also can be describe by a diagram

41
9
8
7
6
5
4
3
2
1
0
45 50 55 60 65 70 75 80
Picture 4.4
Diagram of Post-test Result of Control Class
c. Normality Test
1) Pre-test Normality Test
The normality test in this research use Kolmogorov-Smirnov methods in SPSS
v.16 for Windows with criteria > 0.05. The results of normality test of the data are
presented as follows:
Table 4.11
Normality Pre-test Results between Experimental Class and Control Class
a
Kolmogorov-Smirnov
CLASS Statistic df Sig.

*
PRETEST 1 EXPERIMENT .119 35 .200
2 CONTROL .138 35 .091
From the table 4.11, it can be seen that the significance of pre-test score in
experimental class is 0.200. It can be concluded that the data are normally distributed
because 0.200 > 0.05. Meanwhile, the significance of pre-test score in control class is
42
0.091. According to the requirement that had mentioned in chapter III, if the
significance score of (Asyim Sig 2 tailed)> 0.05, so the data is come from the normal
population, but if (Asyim Sig 2 tailed)< 0.05, so the data is not come from normal
population.Therefore, the data are normally distributed because 0.091 > 0.05. In other
words, the pretest result in both experimental class and control class are normally
distributed.
2) Post-test Normality Test
The normality test in this research use Kolmogorov-Smirnov methods in SPSS
v.16 for Windows with criteria > 0.05. The results of normality test of the data are
presented as follows:
Table 4.12
NormalityPost-test Results between Experimental Class and Control Class
a
Kolmogorov-Smirnov
CONTROL Statistic df Sig.
POSTTEST 1 .138 35 .090
2 .149 35 .108
From the table 4.12, it can be seen that the significance of post-test score in
experimental class is 0.090. It can be concluded that the data are normally distributed
because 0.090 > 0.05. Meanwhile, the significance of post-test score in control class
is 0.108. Therefore, the data are also normally distributed because 0.108 > 0.05. In
other words, the post-test result in both experimental class and control class are
normally distributed.
43
d. Homogeneity Test
1) Pre-test Homogeneity Test
Based on the calculation of normality, the researcher got the result that all
data in pre-test and post-test of both experiment class and control class have been
distributed normally. The next step of the calculation was finding the pre-test and
post-test homogeneity of the data by usingSPSS v.16 for Windows specificallyby
using Kolmogorov-Smirnov method.
The results of pre-test homogeneity test of the data are presented as follows:
Table 4.13
HomogeneityPre-test Results between Experimental Class and Control Class
Levene Statistic df1 df2 Sig.
1.133 1 68 .291
The table 4.13 shows that the significance of pre-test result between
experimental class and control class is 0.291. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class
because 0.291 > 0.05.
2) Post-test Homogeneity Test

The post-test homogeneity of the data is also done by using SPSS v.16 for
Windows specificallyby using Kolmogorov-Smirnov method. The results of post-test
homogeneity test of the data are presented as follows:
Table 4.14
HomogeneityPost-test Results between Experimental Class and Control Class
Levene Statistic df1 df2 Sig.
.048 1 68 .827
44
The table 4.13 shows that the significance of post-test result between
experimental class and control class is 0.827. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class
because 0.827 > 0.05.
e. Hypothesis Test
The last calculation was testing the hypothesis. This was the crucial
calculation to answer the problem formulation of this research that whether there is
significant different between students reading achievement in experiment classwhich
were given Collaborative Strategic Reading (CSR) technique and students reading
achievement in control class which were not. The writer used SPSS v.16 for
Windowsprogram which is Paired Sample Test.
The criteria for hypothesis test are as follow:
If the significance of T-test > 0.05 the Ho is accepted
If the significance of T-test < 0.05 the Ho is rejected or H1 is accepted
The table below shows the result between the experiment class which were
given Collaborative Strategic Reading (CSR) technique in reading class, and the
control class which were not.
Table 4.15
T-test Result
Paired Differences
95% Confidence Interval

Std. Sig.
of the Difference
Std. Error (2-
Mean Deviation Mean Lower Upper t df tailed)
Postest Experim
ent - 1.78571E1 11.89944 2.01137 13.76954 21.94474 8.878 34 .000
Control
45
Based on the hypothesis that has been explained in chapter II, which is:
a. H1 :There is an influence of Collaborative Strategic Reading (CSR) technique
on the students achievement in reading comprehension of narrative text.
b. H0 : There is no influence of Collaborative Strategic Reading (CSR) technique
on the students achievement in reading comprehension of narrative text.
From the table 4.14, it presents that sig. (2-tailed) is 0.000. It can be seen from
the calculation of reading test result between the experiment class and the control
class, if > 0.05 the H0 is accepted, and the H1 is accepted because 0.0000 < 0.05.
Therefore, it can be concluded that there is a significance difference of students
score between the experimental class and the control class.
B. Interpretation
Based on the analysis of the data, it found that there is a significant difference
between students achievement in reading comprehension in experimental classwhich
were given Collaborative Strategic Reading technique and the control class which
were not. It can be seen from students pre-test and post-test score. The pre-test mean
score of students in experimental class was 59.28, and the post-test mean score of
students in experimental class was 82.42. Meanwhile, the pretest score in control
class was 58.14, and the post-test mean score in control class was 64.57.
Therefore, it can be concluded that teaching reading through Collaborative
Strategic Reading (CSR) technique had an influence on students reading
achievement on narrative text.It was showed by students reading achievement after
given the treatment of using Collaborative Strategic Reading (CSR) technique were
higher than the students reading achievement before they were given the treatment.
Thus, the results of the present study support the idea thatCollaborative
Strategic Reading (CSR) technique contributes very much to the increase of the
students achievement after in the teaching and learning processes for reading
comprehension in Senior High School. It is in line with the previous studies of this
research. MirwanSaputra found that that there was a significant increase of students
46
reading comprehension achievementafter being taught through Collaborative

Strategic Reading (CSR) technique.1That previous studies strengthen this research
result that Collaborative Strategic Reading (CSR) technique give influence in
enhancing students reading comprehension.
In other words, Collaborative Strategic Reading (CSR) technique is found to
be helpful and effective to improve the students achievement in reading
comprehension on narrative text, especially the students of SMA PGRI 109 Kota
Tangerang.
1
MirwanSaputra, The Implementation of Collaborative Strategic Reading Technique in Increasing
Students Reading Comprehension Achievement at the First Grade of SMAN 1 TulangBawang Tengah.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, the researcher draws a major
conclusion that there was a significant increase of students reading comprehension
achievement after being taught through Collaborative Strategic Reading (CSR)
technique. This could be seen from the T-test result which showed that the students
mean score of post-test in experimental class (82.20) was higher than pre-test (59.28)
with gained score was 22.92. The T-test revealed that the result was determined by
< 0.05, = 0.0000. Thus, H1 was accepted.
Furthermore, the researcher also draws the following conclusion that

Collaborative Strategic Reading (CSR) technique gave the influence in increasing
students reading comprehension achievement in narrative text. It was showed by
students reading achievement after given the treatment of using Collaborative
Strategic Reading (CSR) technique were higher than the students reading
achievement before they were given the treatment. Thus, it can be concluded that
Collaborative Strategic Reading (CSR) technique can affect students reading
comprehension and working together cooperatively.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions as
follows:
- English teachers of Senior High are suggested to use CSR as an alternative
strategy in teaching reading comprehension since it have been proven that
Collaborative Strategic Reading (CSR) technique can impact effectively in
increasing students reading comprehension.
47
48
- The teachers should be well prepared. It means that before entering the
classroom, they should prepare the materials that are going to be taught to the
students.
- The students need to realize that learning has two way process, not only
teacher-center but also student-center. It means that they have significant roles
in achieving their success in study.
- The students have to read more reading text in order to have more knowledge.
REFERENCES
Abidin, M. J. Z., Collaborative Strategic Reading (CSR) within Cognitive and

Metacognitive Strategies Perpectives, European Journal of Bussines and
Management, vol. 4. No. 1, 2012.
Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher: Issues
and Strategies for Second Language Classrooms, New York: Cambridge
University Press, 1997.
Anderson, Mark and Anderson, Kathy. Text Types in English 3, South Yarra:
Macmillan, 1998.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT
Rineka Cipta, 2006.
Blake, N. F. A History of the English Language, London: Macmillan Press, 1996.
Bremer, Christine D., et al., Collaborative Strategic Reading (CSR): Improving
Secondary Students Reading Comprehension Skills. Research to Practice
Brief, volume 1, 2002.
Broughton, Geofrey, et al., Teaching English as a Foreign Language, New York:
Taylor & Francais e-Library, 2003.
Creswell, John W. Educational Reserach: Planning, Conducting, and Evaluating
Quantitative and Qualitative Reserach International Edition, Boston:
Pearson, 2002.
Farris, Pamela J. Teaching Reading: A Balanced Approach for Todays Classrooms,
New York: McGraw Hill, 2004.
Gebhard Jerry G., Teaching English as a Foreign or Second Language, New York:
The University of Michigan Press, 1999.
Gillet, Jean Wallace, et al., Understanding Reading Problems, Boston: Pearson
Education, 2012.
Grabe, William and Stoller, Fredricka L., Teaching and Researching Reading,
England: Pearson Education Limited, 2002.
Grellet, Francoise, Developing Reading Skills. A Practical Guide to Reading
Comprehension Exercise, Cambridge: Cambridge University Press, 1986.
48
49
Harmer, Jeremy, The Practice of English Language Teaching: New Addition, New
York: Longman Publishing, 1991.
Hartono, Rudi. Genres of Text, Semarang: UNNES, 2005.
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, New York: Routledge,
2009.
Israel, Susan and Duffy, Gerald G., Handbook of Research on Reading
Comprehension, New York: Routledge, 2009.
Klingner, J K. and Vaughn, S., Using Collaborative Strategic Reading, The Council
for Exceptional Children, 1998.
Klingner, J. K. and Vaughn, S., The Helping Behaviors of Fifth Gragers While Using
Collaborative Strategic Reading During ESL Content Classes. TESOL
Quarterly, volume 34. No. 1, 2000.
Klingner, J. K., et. al., Collaborative Strategic Reading: Real-World Lessons from
Classroom Teachers, Remedial and Special Education, vol. 25, no. 5, 2004.
Klinger, J. K., et al., Collaborative Strategic Reading during SocialStudies in
Heterogeneous Fourth Grade Classroom. The Elementary School Journal,
volume 99 no. 1, 1998.
Lems, Kristin, et al., Teaching reading to the English Language Learners, New York:
The Guilford Press, 2010.
McDonough, Jo and Shaw, Christopher. Materials and Methods in ELT: Second
Edition A Teachers Guide, Malden: Blackwell Publishing, 2003.
Mikulecky, Beatrice S., et al., More Reading Power, USA: Addison-Wesley
Publishing Company, 1996.
Novita, Dian. The Effectiveness of Collaborative Strategic Reading (CSR) for
Teaching Reading Comprehension at Muhammadiyah University of Sidoarjo.
Retrieved on January 2012.
Nunan, David. Research Method in Language Learning. New York: Cambridge
University Press, 1992.
Nuttal, Christine, Teaching Reading Skills in a Foreign Language, London:
Macmillan, 2005.
50
Saputra, Mirwan. The Implementation of Collaborative Strategic Reading Technique

in Increasing Students Reading Comprehension Achievement at the First
Grade of SMAN 1 Tulang Bawang Tengah.
Sugiyono. Metode Penelitian Pendidikan. Bandung: Alfabeta, 2012.
Willis, Judy M. D, Teaching the Brain to Read, Virginia: ASCD, 2008.
Departemen Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/Kep/1967,
Bahasa Inggris sebagai Bahasa Asing Pertama di Indonesia dan Mata
Pelajaran Wajib untuk SLTP Sampai Perguruan Tinggi.
Silabus Semester Ganjil Kelas XI SMA PGRI 109 Tangerang.
The Importance of Reading, http://esl.fis.edu/parents/advice/read.htm.
.
Interview to the English Teacher
SMA PGRI 109 Kota Tangerang
Pewawancara : Anike Rosalina

Pihak yang diwawancarai : Rosyiana Oktaviani, S. Pd.
Jabatan : Guru Bahasa Inggris
Hari / Tanggal : Senin, 2 September 2013
Waktu : 09.30 10.00
Tempat : Ruang Guru
Keterangan:
T: Teacher
R: Researcher
A. Kategori Kondisi Umum Kelas

R: Bagaimana kondisi siswa di kelas yang Ibu ajar?
T: Siswa yang saya ajar khususnya kelas XI cukup aktif dalam setiap pelajaran.
Belajar pun cukup kondusif karena semua siswa berpartisipasi.
R: Bagaimana tanggapan siswa Ibu ketika mereka sedang belajar bahasa Inggris?
T: Mereka memiliki respon yang sangat baik. Sebagian dari mereka senang
berinteraksi dalam bahasa Inggris di kelas dan itu merupakan awal yang baik
untuk kegiatan belajar mengajar. Tetapi ada juga beberapa murid yang
kurang semangat dalam pelajaran bahasa Inggris. Hal itu mungkin
dikarenakan mereka tidak menyukai pelajaran bahasa Inggris, atau mungkin
juga mereka menganggap susah pelajaran tersebut.
R: Berapa nilai KKM untuk pelajaran bahasa inggris? Dan sejauh ini bagaimana
hasil yang diperoleh para siswa? Apakah sudah mencukupi atau belum?
T: Nilai KKM untuk pelajaran bahasa Inggris yaitu 73. Sebagian siswa sudah
mencukupi nilai KKM. Tetapi, sebagian siswa belum mencukupi meskipun
bagi siswa yang belum mencukupi KKM, bisa memperbaiki nilai dengan
remedial.
R: Khusus untuk kelas XI, kelas manakah yang nilai-nilai siswanya masih
kurang mencukupi KKM?
T: Semua kelas XI memiliki kemampuan yang hampir sama. Tetapi jika
dibandingkan antara kelas IPA 1 dan IPA 2, kelas IPA 1 memiliki rata-rata
nilai yang lebih tinggi.
B. Kategori Kesulitan Siswa
R: Menurut Ibu, skill apa yang dianggap sulit oleh siswa?
T: Pada dasarnya, siswa memiliki kesulitan tersendiri untuk masing-masing skill.
Tetapi, yang paling mereka naggap sulit adalah Reading dan Writing. Untuk
Reading, mereka agak malas untuk menguasai teks yang diajarkan karena
terlalu panjang dan pertanyaannya dianggap sulit. Untuk Writing, mereka juga
agak kesulitan untuk menuangkan ide mereka ke dalam bahasa Inggris.
R: Jenis teks apa saja yang harus dikuasai oleh siswa kelas XI?
T: Narrative, descriptive, analytical exposition, hortatory exposition, dan report.
R: Apa tanggapan para siswa ketika Ibu meminta mereka untuk membaca dan
memahami teks bahasa inggris?
T: Mereka agak jenuh untuk mempelajari teks, khususnya untuk Reading skill.
Mereka memiliki respon yang agak kurang karena mungkin kurang
menguasai tekhnik membaca. Kecuali jika guru memberikan metode tertentu
untuk membantu.
R: Apa kiranya kesulitan siswa dalam memahami isi teks?
T: Menentukan main idea dalam tiap paragraph atau menceritakan kembali apa
yang ada dalam teks.
R: Apa yang menyebabkan siswa mengalami kesulitan tersebut?
T: Mungkin karena kosa kata yang mereka kuasai yang masih kurang. Meskipun
grammar mereka sudah cukup menguasai. Akibatnya, mereka kesulitan dalam
memahami isi teks, juga untuk menjawab pertanyaan yang diberikan
C. Kategori Strategi Pembelajaran
R: Tekhnik mengajar seprti apa yang Ibu gunakan dalam mengajar reading?
T: Saya tidak terlalu sering memberikan tekhnik tertentu dalam Reading. Saya
lebih sering memberikan tugas individu, atau meminta mereka untuk
membaca dan memahami isi teks bersama-sama. Metode Group Work
biasanya saya berikan untuk Speaking skill.
R: Menurut Ibu, kira-kira metode apa yang tepat untuk memecahkan kesulitan
siswa dalam membaca?
T: Mungkin dengan membentuk grup-grup kecil sehingga mereka lebih
komunikatif dalam belajar sehingga belajar bisa menjadi lebih efektif. Selain
itu, membantu mereka untuk lebih bersemangat karena terdapan interaksi
dalam metode tersebut.
R: Jenis teks apa yang mungkin bisa saya jadikan materi dalam penelitian ini?
T: Sepertinya teks narrative saja, karena teks itu yang sedang dipelajari di kelas
XI.
R: Menurut Ibu, kira-kira kelas mana yang cocok untuk saya jadikan kelas
penelitian?
T: Sebaiknya kamu ambil kelas XI IPA 1 dan XI IPA 2 saja. Karena siswanya
lebih tepat untuk diterapkan metode kerja kelompok.
The Teacher
______________________
Rosyiana Oktaviani, S. Pd.
KISI-KISI SOAL INSTRUMEN PENELITIAN
Nama Sekolah : SMA PGRI 109 Tangerang

Kelas/Semester : XI / I (Satu)
Mata Pelajaran : Bahasa Inggris
Standar Kompetensi : Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative dalam konteks
kehidupan sehari-hari
Materi Kompetensi Dasar Indikator Jenis Butir Nomor Soal Jumlah

Soal
Narrative Merespon makna dan 1. Mengidentifikasi makna 1, 2, 11, 17,
Text langkah retorika dalam gagasan utama dalam teks
esai yang mengggunakan berbentuk narrative
ragam bahasa tulis secara 2. Mengidentifikasi informasi 3, 4, 12, 13, 16,
akurat, lancer, dan dalam sebuah teks berbentuk
berterima dalam konteks narrative
kehidupan sehari-hari 3. Mengidentifikasi tujuan PG 7, 14, 18 25
dalam teks berbentuk komunikatif dalam teks
narrative berbentuk narrative
4. Mengidentifikasi ciri-ciri 21, 22, 23, 24, 25,
kebahasaan dalam teks
berbentuk narrative
5. Mengidentifikasi generic 5, 8, 15, 20
structure yang ada dalam teks
berbentuk narrative
6. Memahami makna kosa kata 6, 9, 10, 19
sulit dalam teks berbentuk
narrative
SOAL INSTRUMEN UJI VALIDITAS
B. The Fox and the Pheasants

Name : C. The happy day for the fox
Class : D. The beautiful moonlight
E. The dead Pheasants
CHOOSE THE CORRECT ANSWER A,
B, C, D, or E! 2. What is the main idea of the last
paragraph?
Text for no. 1 10 A. The Pheasants tried to hold on the
tree
Once, Master Fox was taking his B. The Fox attacked the Pheasants one
usual stroll beneath the moonlight in the by one
woods. He saw a number o Pheasants C. The Fox continued his dancing
perched quite of his reach on a limb of a tall, performance
old tree. The sly Fox soon found a bright D. The Pheasants dropped to the ground
patch of moonlight, where the Pheasants E. The fox climbed the tree
could see him clearly. There he raise himself
up on his hind legs, and began a wind dance. 3. The Pheasants lost their hold on the limb
First he whirled round and round like a because
top. Then he hopped up and down. He cut A. They were silly and weak animals
all sort of strange capers. The Pheasants B. The branch was too small and
stared giddily. They hardly dared bilk of fear slippery
of losing him out of their sight in a few C. The pheasants were exhausted
moments. D. The Fox moved very quickly
Now the Fox made as if he wanted to towards them
climb a tree. He fall over and slay still, E. They were shocked to see the Foxs
playing dead. Then he was hopping on all performance
fours. His back was in the air and his bushy
tail was shaking. It seemed that he threw out 4. Based on the text, we can infer that the
silver sparks in the moonlight. story happened
By the time, the poor birds head A. At night
were in the whirl. And when the Fox began B. At dawn
his performance all over again, they become C. At midday
so dazed. They lost their hold on the limb. D. In the morning
They fell down one by one and they were E. In the afternoon
immediately dead.
5. The last paragraph is called
1. What is the text about? A. Orientation
A. The wind animal in the woods B. Complication
C. Resolution A. Dizzily
D. Re-orientation B. Hungrily
E. Event C. Angrily
D. Disappointedly
6. Once, Master Fox was taking his usual E. Tragically
stroll beneath the moonlight in the
woods. (line 2) Text for no 11 - 15
What does the underlined word mean?
A. Before The Magic Candle
B. Near One day, a young wanderer got lost
C. After in a wood. Suddenly, he saw a light from an
D. In front of old hunt and found an old woman who was
E. Under crying. She said that the devil had stolen her
magic candle. The candle could grant
7. What is the purpose of the text above? anything she asked.
A. To amuse the readers The wanderer went to the castle.
B. To give information about something There he found the devil, but he was old and
C. To persuade people to do something weak. Therefore, the wanderer grabbed the
D. To tell the reader about the writers magic candle from the devils table and ran
experience away.
E. To describe about something But the wanderer was not a kind
man. He didnt return the candle to the old
8. The first paragraph is called woman, but kept it for himself. He lit the
A. Orientation candle and made a wish, I want to go far
B. Complication away from here. Suddenly, the genies
C. Resolution appeared and took him to a beautiful palace.
D. Re-orientation He met a beautiful princess there and fell in
E. Event love with her. They got married the next
day. In his happiness, the wanderer told the
9. The sly Fox soon found a bright patch of princess about his adventure and the magic
moonlight. (line 5) candle. Hearing that, the princess got angry.
What does the underlined word mean? At night she lit the candle and wished that
A. Awesome the wanderer disappear.
B. Tricky In the morning, the wanderer woke
C. Greedy up and found himself back in his ugly house
D. Joyful in the village.
E. Smart
11. What is the main idea in the second
10. The Pheasants stared giddily. (line 12) paragraph?
A. The devil kept the magic candle A. Orientation
carefully B. Complication
B. The wanderer took the magic candle C. Resolution
from the devil D. Re-orientation
C. The wanderer gave the magic candle E. Event
to the princess
D. The devil helped the wanderer to Text for no 16 - 20
find the magic candle
E. The wanderer borrowed the magic The Stingy and the Generous
candle from the devil Long, long time ago, there lived two
brothers. They had completely different
12. The princess was angry with the characters. The big brother was very stingy
wanderer because and greedy. He never shared his wealth with
A. The wanderer married her poor people. He even had no money left
B. The wanderer fell in love with her because he had shared it with poor people.
C. She finally knew the wanderers bad One day, the generous brother was
attitude sitting in his garden when suddenly a little
D. The wanderer prohibited her to stay bird fell into his lap. It was wounded. He
in the palace took care of it, fed it, and put it in a nice
E. She wanted to visit the old woman at cage. After the bird was healthy, the
the old hut generous brother let it fly. After some time
the bird turned to him and gave him a
13. Who stole the magic candle from the old watermelon seed.
woman? The generous brother, then, planted
A. The wanderer the seed and watered it until it grew into a
B. The princess good watermelon plant. Yet, the plant was
C. The genies very strange. It had only one fruit, a big and
D. The devil heavy one. When the watermelon was
E. The prince ripped enough, the generous brother picked
it and cut it into two. How was surprised he
14. What is the purpose of the text above? was. The watermelon was full of gold.
A. To entertain people The generous brother sold the gold
B. To give information about the magic and become very rich. He built a big house
candle and bought a very large field. Still, he never
C. To persuade people to do something forgot to share his wealth with the poor
D. To tell the reader about the writers people.
experience
E. To describe about the magic candle 16. Who was the very stingy and greedy?
A. The wounded
15. The third paragraph is called B. The poor people
C. The older brother D. Re-orientation
D. The younger sister E. Event
E. The younger sister
Text for no 21 -25
17. What is the main idea on the second
paragraph? Once upon a time, there were a king
How did the generous brother get the and his queen who (21) in the Kingdom
watermelon seed? of Belinyu. They didnt have any child.
A. the generous brother finding the Until one night, the queen had a dream of a
watermelon seed in the field turtle. It said that the queen would have a
B. the generous brother get the baby, and she had to give a Komala
watermelon seed after stole it from necklace to her baby. The queen (22)
the wounded and she was holding a Komala necklace in
C. the generous brother get the her hand. She told her dream to the king,
watermelon seed after curing a and he was very happy.
wounded bird Shortly, the queens dream became
D. the generous brother planting the reality; she delivered a beautiful baby girl.
watermelon The king named her, Komala. She (23)
E. Asking for the seed to his brother as a pretty girl. However, she had a bad
attitude because her parents always spoiled
18. What is the purpose of the text above? her too much.
A. To amuse the readers One day, Komala (24)... her
B. To give information about something parents were talking about the turtle in her
C. To persuade people to do something mothers dreams. She thought that the turtle
D. To tell the reader about the writers was very interesting animal, so she wanted it
experience as her pet. She insisted to find it, and the
E. To describe about something king allowed her to look for the animal.
Accompanied with the kings guard,
19. It was wounded. (line 9) Komala (25) the turtle. And finally, she
What does the underlined word mean? found it in a beach. She shouted to it,
A. Fainted Penyu busuk wait for me. in several times,
B. Shocked but the turtle kept swimming. Komala ran
C. Flew after it into the sea, she tried to catch it.
D. Sank Until then she finally drowned and
E. Injured disappeared, and all of her guards could not
save her. Now, people call the beach,
20. The second paragraph is called Penyusuk.
A. Orientation
B. Complication 21. A. live
C. Resolution B. lives
C. living
D. lived
E. were living
22. A. Wake up
B. wakes up
C. woke up
D. waking up
E. woken up
23. A. grow up
B. grows up
C. grew up
D. growing up
E. Grown up
24. A. hear
B. hears
C. heard
D. hearing
E. has been heard
25. A. search
B. searches
C. searching
D. searched
E. has been searching
Good luck!
SOAL PRE-TEST
A. The Pheasants tried to hold on the

Name : tree
Class : B. The Fox attacked the Pheasants one
by one
CHOOSE THE CORRECT ANSWER A, B, C. The Fox continued his dancing
C, D, or E! performance
D. The Pheasants dropped to the ground
Text for no. 1 8 E. The fox climbed the tree
Once, Master Fox was taking his 2. The Pheasants lost their hold on the limb
usual stroll beneath the moonlight in the because
woods. He saw a number of Pheasants A. They were silly and weak animals
perched quite of his reach on a limb of a tall, B. The branch was too small and
old tree. The sly Fox soon found a bright slippery
patch of moonlight, where the Pheasants C. The pheasants were exhausted
could see him clearly. There he raise himself D. The Fox moved very quickly
up on his hind legs, and began a wind dance. towards them
First he whirled round and round like a E. They were shocked to see the Foxs
top. Then he hopped up and down. He cut performance
all sort of strange capers. The Pheasants
stared giddily. They hardly dared bilk of fear 3. Why did the Pheasants finally dead?
of losing him out of their sight in a few Because
moments. A. The Fox killed them
Now the Fox made as if he wanted to B. They were admired with the Foxs
climb a tree. He fall over and slay still, dance
playing dead. Then he was hopping on all C. They couldnt fly
fours. His back was in the air and his bushy D. They tired of holding on the limb
tail was shaking. It seemed that he threw out E. They were giddied of the Foxs
silver sparks in the moonlight. performance
By the time, the poor birds head
were in the whirl. And when the Fox began 4. The last paragraph is called
his performance all over again, they become A. Orientation
so dazed. They lost their hold on the limb. B. Complication
They fell down one by one and they were C. Resolution
immediately dead. D. Re-orientation
E. Event
1. What is the main idea of the last
paragraph?
5. Once, Master Fox was taking his usual crying. She said that the devil had stolen her
stroll beneath the moonlight in the magic candle. The candle could grant
woods. (line 2) anything she asked.
What does the underlined word mean? The wanderer went to the castle.
A. Before There he found the devil, but he was old and
B. Near weak. Therefore, the wanderer grabbed the
C. After magic candle from the devils table and ran
D. In front of away.
E. Under But the wanderer was not a kind
man. He didnt return the candle to the old
6. What is the purpose of the text above? woman, but kept it for himself. He lit the
A. To amuse the readers candle and made a wish, I want to go far
B. To give information about something away from here. Suddenly, the genies
C. To persuade people to do something appeared and took him to a beautiful palace.
D. To tell the reader about the writers He met a beautiful princess there and fell in
experience love with her. They got married the next
E. To describe about something day. In his happiness, the wanderer told the
princess about his adventure and the magic
7. Then he hopped up and down. (line 10) candle. Hearing that, the princess got angry.
What does the underlined word mean? At night she lit the candle and wished that
A. Rotated the wanderer disappear.
B. Fell In the morning, the wanderer woke
C. Jump up and found himself back in his ugly house
D. Somersaulted in the village.
E. Squatted
9. What is the main idea in the second
8. The Pheasants stared giddily. (line 12) paragraph?
What does the underlined word mean? A. The devil kept the magic candle
A. Dizzily carefully
B. Hungrily B. The wanderer took the magic candle
C. Angrily from the devil
D. Disappointedly C. The wanderer gave the magic candle
E. Tragically to the princess
D. The devil helped the wanderer to
Text for no 9 - 13 find the magic candle
E. The wanderer borrowed the magic
The Magic Candle candle from the devil
One day, a young wanderer got lost
in a wood. Suddenly, he saw a light from an 10. The princess was angry with the
old hunt and found an old woman who was wanderer because
A. The wanderer married her poor people. He even had no money left
B. The wanderer fell in love with her because he had shared it with poor people.
C. She finally knew the wanderers bad One day, the generous brother was
attitude sitting in his garden when suddenly a little
D. The wanderer prohibited her to stay bird fell into his lap. It was wounded. He
in the palace took care of it, fed it, and put it in a nice
E. She wanted to visit the old woman at cage. After the bird was healthy, the
the old hut generous brother let it fly. After some time
the bird turned to him and gave him a
11. Who stole the magic candle from the old watermelon seed.
woman? The generous brother, then, planted
A. The wanderer the seed and watered it until it grew into a
B. The princess good watermelon plant. Yet, the plant was
C. The genies very strange. It had only one fruit, a big and
D. The devil heavy one. When the watermelon was
E. The prince ripped enough, the generous brother picked
it and cut it into two. How was surprised he
12. What is the purpose of the text above? was. The watermelon was full of gold.
A. To give information about the magic The generous brother sold the gold
candle and become very rich. He built a big house
B. To entertain people and bought a very large field. Still, he never
C. To persuade people to do something forgot to share his wealth with the poor
D. To tell the reader about the writers people.
experience
E. To describe about the magic candle 14. What is the main idea on the second
paragraph?
13. The third paragraph is called How did the generous brother get the
A. Orientation watermelon seed?
B. Complication A. the generous brother finding the
C. Resolution watermelon seed in the field
D. Re-orientation B. the generous brother get the
E. Event watermelon seed after stole it from
the wounded
Text for no 14 - 17 C. the generous brother get the
watermelon seed after curing a
The Stingy and the Generous wounded bird
Long, long time ago, there lived two D. the generous brother planting the
brothers. They had completely different watermelon
characters. The big brother was very stingy E. Asking for the seed to his brother
and greedy. He never shared his wealth with
15. What is the purpose of the text above? because her parents always spoiled her too
A. To give information about something much.
B. To persuade people to do something One day, Komala (19)... her
C. To amuse the readers parents were talking about the turtle in her
D. To tell the reader about the writers mothers dreams. She thought that the turtle
experience was very interesting animal, so she wanted it
E. To describe about something as her pet. She insisted to find it, and the
king allowed her to look for the animal.
16. It was wounded. (line 9) Accompanied with the kings guard,
What does the underlined word mean? Komala (20) the turtle. And finally, she
A. Fainted found it in a beach. She shouted to it,
B. Shocked Penyu busuk wait for me. in several times,
C. Flew but the turtle kept swimming. Komala ran
D. Sank after it into the sea, she tried to catch it.
E. Injured Until then she finally drowned and
disappeared, and all of her guards could not
17. The second paragraph is called save her. Now, people call the beach,
A. Orientation Penyusuk.
B. Complication
C. Resolution 18. A. live
D. Re-orientation B. lives
E. Event C. living
D. lived
Text for no 18 - 20 E. were living
Once upon a time, there were a king 19. A. hear

and his queen who (18) in the Kingdom B. hears
of Belinyu. They didnt have any child. C. heard
Until one night, the queen had a dream of a D. hearing
turtle. It said that the queen would have a E. has been heard
baby, and she had to give a Komala
necklace to her baby. The queen woke up 20. A. search
and she was holding a Komala necklace in B. searches
her hand. She told her dream to the king, C. searching
and he was very happy. D. searched
Shortly, the queens dream became E. has been searching
reality; she delivered a beautiful baby girl.
The king named her, Komala. She grew as a
pretty girl. However, she had a bad attitude Good luck!
ANSWER KEY
1. C 11. D
2. D 12. B
3. E 13. C
4. D 14. C
5. E 15. C
6. A 16. E
7. C 17. B
8. A 18. D
9. B 19. C
10. C 20. D
SOAL POST-TEST
the whole South Ocean. She became a fairy

Name : called Nyi Roro Kidul the Queen of South
Class : Ocean.
CHOOSE THE CORRECT ANSWER A, B, 1. What is the main idea of the last
C, D, or E! paragraph?
A. The princess drowned into the ocean
Text for no. 1 8 B. The princess came back to the palace
and became the Queen in the palace
Once upon a time, there was a C. The princess recovered her illness
beautiful princess named Dewi Kadita. and became the Queen in South
Because of her beauty, she was called Dewi Ocean
Sengrenge. It means the goddess of the sun. D. The princess mad to her stepmother
Her father was King Munding Wangi. E. The princess could not cure her
Although he had a beautiful daughter, he illness
was unhappy because he always expected to
have a son. 2. The King sent his daughter away
The King decided to marry Dewi because
Mutiara. He had a son from her. Dewi A. The King did not want hear anyone
Mutiara wanted her son to become a king in make a bad news about her daughter
the future. She asked the King to send his B. The King did not want her daughter
daughter away. The King did not agree. to command the palace
Dewi Mutiara called a black wizard C. Dewi Mutiara wanted to kidnap her
to curse Kadita. She wanted Kaditas D. The King wanted to cure her illness
beautiful body full of ulcer. E. The King was mad to Dewi Kadita
The King was very sad. No one
could cure the illness of his daughter. He did 3. Why did the King marry Dewi Mutiara?
not want her to be a rumor, so he sent his Because
daughter away. A. The King wanted to have a son
The poor princess did not know B. The King did not like Dewi Kadita
where to go. However, she had a noble C. Dewi Kadita was not beautiful
heart. Se did not have any bad feelings about D. Dewi Mutiara is a good woman
her stepmother. She walked for almost seven E. Dewi Kaditas body is full of ulcer
days and found an ocean. She jumped into
the water and swam. 4. The last paragraph is called
Suddenly, the ocean cured her A. Orientation
illness. She became more beautiful than B. Complication
before. She also had a power to command C. Resolution
D. Re-orientation Text for no 9 - 13
E. Event
Once upon a time, a farmer planted a
5. However, she had a noble heart. beet. The beet grew and grew.
(paragraph 5) One day, the farmer pulled on the
What does the underlined word mean? beet, but the beet did not come up. Horse,
A. tricky please help me pull up this beet. I want to
B. sublime eat it for dinner, said the famer. Sure, Ill
C. wicked help you, said the horse. But the beet did
D. envious not come up.
E. spite Then the farmer went to the cow,
Dear cow, please help me pull up this beet.
6. What is the purpose of the text above? I want to eat it for dinner, said the farmer.
A. To amuse the readers Sure, Ill help, said the cow. But the beet
B. To give information about something did not come up. So the farmer went to the
C. To persuade people to do something goat. My lovely goat, please help me pull
D. To tell the reader about the writers up this beet. I want to eat it for dinner, said
experience the farmer. Sure, Ill help, said the cow.
E. To describe about something But the beet did not come up.
Next, the farmer went to the cat. Oh
7. Dewi Mutiara called a black wizard to my dear cat, please help me pull up this
curse Kadita. beet. I want to eat it for dinner, said the
What does the underlined word mean? farmer. Sure, Ill help, said the cow. But
A. present again the beet did not come up. So the
B. compliment farmer went to the mouse. Lovely mouse,
C. legacy please help me pull up this beet. I want to
D. magic eat it for dinner, said the farmer. Sure, Ill
E. power help, said the cow. So the mouse pulled on
the cat. The cat pulled on the goat, and the
8. She also had a power to command the goat pulled on the cow. The cow pulled on
whole South Ocean. (paragraph 6) the horse, the horse pulled on the beet came
What does the underlined word mean? up! Thank you, horse. Thank you, cow.
A. curse Thank you, goat. Thank you, cat. And thank
B. stay you, mouse! said the farmer. Now we can
C. help eat call all eat dinner. And they did.
D. leave
E. order 9. What is the main idea in the second
paragraph?
A. The farmer asked the horse to pull up
the beet alone
B. The farmer asked the horse to help Text for no 14 - 17
him pull up the beet
C. The farmer wanted the horse to went Once upon a time, there were two
to the cow butterflies, Teri and Roni. They are friends.
D. The horse did not want to help the Teri and roni had the same crown.
farmer One day, Kodi a frog, saw Teri and
E. The farmer finally could pull up the Roni quarreling You took it!, said Roni.
beet No, I did not!, said Teri.
Hei, whats the matter?, asked
10. The farmer wanted to pull up the beet Kodi,
because Teri stole my crown!, said Roni.
A. He wanted to give it to the horse No, I didnt., said Teri.
B. He wanted to throw it away Yesterday, I still had my crown
C. He wanted to eat it for dinner when she came to visit me., said Roni.
D. He wanted to plant it again Today I cannot find the crown!
E. He wanted to give it to the mouse Look! She is wearing it!, Roni shouted.
My mom gave me this crown.,
11. Who help the farmer to pull up the beet? Teri explained.
EXCEPT Kodi suggested they all go to Ronis
A. The cat house.
B. Te cow Where did you put it?. Said Kodi
C. The horse to Roni.
D. The buffalo I put it on the table., Roni answered.
E. The mouse They didnt find the crown.
may be, it fell down., Kodi looked
12. What is the purpose of the text above? under the table. Nothing was there.
A. To give information about something It was my favorite crown!, Roni
B. To entertain people sobbed.
C. To persuade people to do something I didnt steal yours, but if you like it so
D. To tell the reader about the writers much, you can have mine., Teri give
experience Roni the crown.
E. To describe about something Its here! Kodi saw the crown behind
the curtain.
13. The second paragraph is called Roni stopped crying. Thank God, Kodi
A. Orientation found it!
B. Complication Sorry, Tery. I accused you. Im a
C. Resolution terrible friend!
D. Re-orientation Its OK., said Teri. Lets say thanks to
E. Event Kodi!
14. What does the text tell about? Unfortunately, there was no lifeguard
A. Kodis missing crown around and nobody did anything.
B. Ronis missing crown Daud quickly (19) off his shirt and
C. Teris missing crown threw it to his sister. His sister tried to pull
D. Teri and Roni are friends him back, but he shook off her hand. He ran
A. Teri stole Ronis crown towards the spot where the boy has
vanished. He slowly (20) towards the
15. What is the purpose of the text above? boy, put his arm around his neck and
A. To give information about something dragged him back to the shore. Soon, they
B. To persuade people to do something were both safe on dry ground.
C. To amuse the readers
D. To tell the reader about the writers
experience 18. A. see
E. To describe about something B. sees
C. seeing
16. Roni quarreling You took it!, said D. saw
Roni. (line 5) E. seen
A. Commending 19. A. take
B. Disputing B. takes
C. Insulting C. taking
D. Following D. took
A. Suggesting E. taken
17. The first paragraph is called 20. A. swim

A. Orientation B. swims
B. Complication C. swimming
C. Resolution D. swam
D. Re-orientation E. swum
E. Event
Text for no 18 - 20 Good luck!
One afternoon, Daud and his sister

were playing in a park near the seaside.
Suddenly, Daud heard a voice shouting,
Help! Help! He looked out to the sea. He
(18) a boy about four years old
struggling in the water. The boy grew
weaker and slowly sank into the water.
ANSWER KEY
1. C 11. D
2. A 12. B
3. A 13. B
4. D 14. B
5. B 15. C
6. A 16. B
7. D 17. A
8. E 18. D
9. B 19. D
10. C 20. D
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
KELAS EKSPERIMEN (Treatment Ke 1)

Kelas/ Semester : XI (Sebelas)/ I
Linguistic Aspect : Reading
Alokasi Waktu : 2 x 45 menit
Jenis Teks : Narrative Text
Tahun Pelajaran : 2013 / 2014
I. Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan teks tulis esai berbentuk
narrative dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar

Merespon makna dan langkah retorika dalam esai yang mengggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dalam teks berbentuk narrative.
III. Indikator Pencapaian Kompetensi

Siswa diharapkan mampu:
1. Mengidentifikasi makna gagasan utama dalam teks berbentuk narrative.
2. Mengidentifikasi informasi dalam sebuah teks berbentuk narrative.
IV. Tujuan pembelajaran

Pada akhir pembelajarn siswa dapat:
1. Memahami makna gagasan utama dalam teks berbentuk narrative.
2. Mengetahui berbagai informasi dalam teks berbentuk narrative.
V. Nilai Budaya dan Karakter Bangsa

1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab
VI. Materi Pembelajaran

Ali Baba and the Forty Thieves
Ali Baba was such a poor man that he had only one shoe for his two
feet. Even the mice in his house were hungry. One day, his wife said, "We
have no food in the house. No rice. No potatoes. Go and collect leaves in the
forest so that I can make a soup."
Ali was a lazy man. He looked for leaves for about ten minutes and
then he climbed a tree to sleep. He was afraid of wolves. When he woke up,
he was surprised to see forty thieves on forty horses. They stopped in front of
a big rock.
"Open Sesame!" shouted the leader. A door on the rock opened. The
thieves carried sacks full of gold into the cave. When they had finished, the
leader shouted. "Close Sesame!" and the door closed. As soon as the thieves
had disappeared Ali Baba jumped down from the tree, said, "Open Sesame"
and went into the cave.
There were shelves all around the walls. The shelves were full of
sacks. And the sacks were full of gold. Ali took a sack home with him.
Unfortunately, one of the thieves saw Ali's footprints on the sand. He
followed them to Ali's home. He took out his knife and made a cross on the
door.
"Now I shall know which house it is," he said. He rode off to get the
other thieves. But Ali had seen the thief. He and his wife took brooms and
swept away the footprints. Then he made crosses on every door at the street.
When the forty thieves arrived they had their knives between their teeth. But
they couldn't find either Ali or the gold.
Finally, Ali and his wife lived happily ever after.
(Taken from Doddy et. al. - Developing English Competencies, 2008)
VII. Metode/ TeknikPembelajaran

Collaborative Strategic Reading (CSR) Technique.
VIII. Langkah-langkah Kegiatan
A. KegiatanPendahuluan
1. Apersepsi
Menyapa siswa dengan mengucapkan selamat pagi
Menyanyakan kabar siswa
Mengajak siswa membaca sebelum memulai pembelajaran
2. Motivasi
Bertanya jawab tentang pengetahuan/keterampilan yang terkait dengan
KD
Guru menjelaskan pentingnya materi yang akan dipelajari berikut
kompetensi yang harus dikuasai siswa
B. Kegiatan inti
1. Eksplorasi
Guru memberi penjelasan tentang Collaborative Strategic Reading
(CSR)
Guru membagi murid ke dalam beberapa kelompok kecil (5-6 siswa)
dan memberikan peran sebagai leader, clunk expert, gist expert,
announcer, encourager, dan timekeeper.
Guru menjelaskan langkah CSR (preview, click and clunk, get the gist,
dan wrap up).
2. Elaborasi
Guru meminta siswa untuk mengidentifikasi general structure yang
terdapat dalam teks narrative secara berkelompok
Guru meminta siswa menyimpulkan isi teks narrative
Guru memberikan pertanyaan yang bersumber dari teks tersebut
Guru memberi kesempatan berpikir, menganalisis, dan bertindak tanpa
rasa takut.
3. Konfirmasi
Guru memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta
didik
Memfasilitasi peserta didik untuk memperoleh pengalaman bermakna
dalam mencapai kompetensi dasar
Guru menjadi fasilitator dalam menghadapi kesulitan yang dihadapi
siswa
C. Penutup
Bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran
Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram
Memberikan umpan balik terhadap proses dan hasil pembelajaran
IX. Alat dan Sumber Belajar : Developing English Competencies Grade XI,
Kertas hvs, papan tulis, spidol, dan penghapus.
X. Penilaian
Teknik : Tes tulis
Bentuk : Pertanyaan tertulis
Instrumen : Terlampir
XI. Pedoman Penilaian

a. Untuk setiap jawaban benar diberi skor = 2
b. Skor maksimal = 5 x 2 = 10
c. Nilai maksimal = 10
d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor
1 Urutan paragraf benar 2
2 Urutan paragraf salah 0
Mengetahui, Tangerang, 12 Desember 2013

Guru Pamong Mata Pelajaran Guru Praktikan
(Rosyiana Oktaviani, S. Pd.) (Anike Rosalina)

KELAS KONTROL (Treatment Ke 1)



1. Mengidentifikasi makna gagasan utama dalam teks berbentuk narrative.
2. Mengidentifikasi informasi dalam sebuah teks berbentuk narrative.

1. Memahami makna gagasan utama dalam teks berbentuk narrative.
2. Mengetahui berbagai informasi dalam teks berbentuk narrative.
1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab

Ali Baba and the Forty Thieves
Ali Baba was such a poor man that he had only one shoe for his two
feet. Even the mice in his house were hungry. One day, his wife said, "We
have no food in the house. No rice. No potatoes. Go and collect leaves in the
forest so that I can make a soup."
Ali was a lazy man. He looked for leaves for about ten minutes and
then he climbed a tree to sleep. He was afraid of wolves. When he woke up,
he was surprised to see forty thieves on forty horses. They stopped in front of
a big rock.
"Open Sesame!" shouted the leader. A door on the rock opened. The
thieves carried sacks full of gold into the cave. When they had finished, the
leader shouted. "Close Sesame!" and the door closed. As soon as the thieves
had disappeared Ali Baba jumped down from the tree, said, "Open Sesame"
and went into the cave.
There were shelves all around the walls. The shelves were full of
sacks. And the sacks were full of gold. Ali took a sack home with him.
Unfortunately, one of the thieves saw Ali's footprints on the sand. He
followed them to Ali's home. He took out his knife and made a cross on the
door.
"Now I shall know which house it is," he said. He rode off to get the
other thieves. But Ali had seen the thief. He and his wife took brooms and
swept away the footprints. Then he made crosses on every door at the street.
When the forty thieves arrived they had their knives between their teeth. But
they couldn't find either Ali or the gold.
Finally, Ali and his wife lived happily ever after.
Grammar Translation Method (GTM)
1. Apersepsi
2. Motivasi
KD
B. Kegiatan Inti
1. Eksplorasi
Guru memberikan penjelasan secara rinci mengenai teks berbentuk
narrative
2. Elaborasi
rasa takut
3. Konfirmasi
didik
siswa
C. Penutup
X. Penilaian
Teknik : Tes tulis

d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor





1. Mengidentifikasi tujuan komunikatif dalam teks berbentuk narrative.
2. Mengidentifikasi ciri-ciri kebahasaan dalam teks berbentuk narrative.
1. Memahami tujuan komunikatif dalam teks berbentuk narrative.
2. Memahami cirri-ciri kebahasaan dalam teks berbentuk narrative.

1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab
Why Does the Cock Eat the Millipede?
Long ago the cock had a pair of beautiful horns on his head. But at that
time there was a dragon who was prevented from ascending into heaven
because he lacked a pair of horns. And so he offered the millipede as a
guarantor, and borrowed the horns from the cock!
When the millipede came for the horns, he said to the cock: "When
you want your horns back, you must call out at dawn: 'Give me back my
horns!' and they will be returned to you at once. You need have no occasion to
be concerned in the least."
The kind cock knew how difficult it was to ascend to heaven, so,
reassured by the good security the millipede offered, he loaned his horns
without hesitation, just twisting them right off his head. He also thought to
himself that when the dragon returned from his visit to heaven, they could sit
down and have a good conversation; he would ask the dragon to tell him how
things were in heaven, and if it really was beautiful there, as he had always
heard. If it was true, he might consider going there himself someday, he
thought.
So, next morning at daybreak (for the dragon's visit was scheduled to
be brief), the cock called out loudly: "Give me back my horns!" But, even
though he repeated this demand ten times over, there was no sign at all of
either the dragon or the horns. Worried, the cock promptly went off to
complain to the millipede, who soothed him, saying: "If the dragon has not
returned the horns this morning, then he will certainly do so tomorrow. At the
very latest, the day after that. Just learn to be a little patient and your horns
will soon be back on your head, just as before."
The cock did wait several days, but although he called out every
morning at sunrise: "Give me back my horns!" They never did reappear. The
cock was extremely annoyed at this deception and loss, as you can well
imagine, therefore he ordered all the members of his family to eat millipedes
on sight.
Even so, the cock has not yet given up hope of getting his horns
returned. He ordered his descendants always to call out at the break of day:
"Give me back my horns!" He still hopes that the dragon may hear him!

1. Apersepsi
2. Motivasi
KD
B. Kegiatan inti
1. Eksplorasi
Guru meminta siswa melakukan langkah CSR (preview, click and
clunk, get the gist, dan wrap up).
2. Elaborasi
rasa takut
3. Konfirmasi
didik
siswa
C. Penutup
X. Penilaian
Teknik : Tes tulis

d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor





1. Mengidentifikasi tujuan komunikatif dalam teks berbentuk narrative.
2. Mengidentifikasi ciri-ciri kebahasaan dalam teks berbentuk narrative.
1. Memahami tujuan komunikatif dalam teks berbentuk narrative.
2. Memahami cirri-ciri kebahasaan dalam teks berbentuk narrative.

1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab
Why Does the Cock Eat the Millipede?
Long ago the cock had a pair of beautiful horns on his head. But at that
time there was a dragon who was prevented from ascending into heaven
because he lacked a pair of horns. And so he offered the millipede as a
guarantor, and borrowed the horns from the cock!
When the millipede came for the horns, he said to the cock: "When
you want your horns back, you must call out at dawn: 'Give me back my
horns!' and they will be returned to you at once. You need have no occasion to
be concerned in the least."
The kind cock knew how difficult it was to ascend to heaven, so,
reassured by the good security the millipede offered, he loaned his horns
without hesitation, just twisting them right off his head. He also thought to
himself that when the dragon returned from his visit to heaven, they could sit
down and have a good conversation; he would ask the dragon to tell him how
things were in heaven, and if it really was beautiful there, as he had always
heard. If it was true, he might consider going there himself someday, he
thought.
So, next morning at daybreak (for the dragon's visit was scheduled to
be brief), the cock called out loudly: "Give me back my horns!" But, even
though he repeated this demand ten times over, there was no sign at all of
either the dragon or the horns. Worried, the cock promptly went off to
complain to the millipede, who soothed him, saying: "If the dragon has not
returned the horns this morning, then he will certainly do so tomorrow. At the
very latest, the day after that. Just learn to be a little patient and your horns
will soon be back on your head, just as before."
The cock did wait several days, but although he called out every
morning at sunrise: "Give me back my horns!" They never did reappear. The
cock was extremely annoyed at this deception and loss, as you can well
imagine, therefore he ordered all the members of his family to eat millipedes
on sight.
Even so, the cock has not yet given up hope of getting his horns
returned. He ordered his descendants always to call out at the break of day:
"Give me back my horns!" He still hopes that the dragon may hear him!

1. Apersepsi
2. Motivasi
KD
B. Kegiatan Inti
1. Eksplorasi
narrative
2. Elaborasi
rasa takut
3. Konfirmasi
didik
siswa
C. Penutup
X. Penilaian
Teknik : Tes tulis
XI. Penilaian
Teknik : Tes tulis
XII. Pedoman Penilaian

d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor





1. Mengidentifikasi generic structure yang ada dalam teks berbentuk narrative.
2. Memahami makna kosa kata sulit dalam teks berbentuk narrative.

1. Mengetahui generic structure dalam teks berbentuk narrative.
2. Memahami kosa kata sulit dan language feature dalam teks berbentuk
narrative.
1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab
A Farmer and His Three sons

A farmer had three sons. They were strong and young but never
agreed with one another. They often quarreled among themselves. The farmer
had given them a lot of advice. But they always turned a deaf ear. They
disliked advice. The farmer felt very sad about it.
The farmer thought a lot and then he thought up a good plan. He called
his sons and ordered them, Bring me a few sticks. The farmer tied the sticks
into a bundle.
Each of you, break this bundle of sticks said! said the farmer. They
did so, but they could not break it. Then, the farmer untied the sticks and gave
each of his sons a stick. Each of them broke the stick easily in the twinkling of
an eye.
There you are, my sons!, shouted the farmer. If you remain united,
you are strong. But if you quarrel with one another, you will be broken one by
one easily. Do you understand what I mean?
At last, the advice worked out. They lived in harmony and united ever
after. The farmer felt relieved. Now I can die peacefully, he wishpered.
(Taken from Sudarwati and Grace Look Ahead, 2007)

1. Apersepsi
2. Motivasi
KD
B. Kegiatan inti
1. Eksplorasi
Guru meminta siswa melakukan langkah CSR (preview, click and
clunk, get the gist, dan wrap up).
2. Elaborasi
rasa takut
3. Konfirmasi
didik
siswa
C. Penutup
X. Penilaian
Teknik : Tes tulis

d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor





1. Mengidentifikasi generic structure yang ada dalam teks berbentuk narrative.
2. Memahami makna kosa kata sulit dalam teks berbentuk narrative.

1. Mengetahui generic structure dalam teks berbentuk narrative.
2. Memahami kosa kata sulit dan language feature dalam teks berbentuk
narrative.

1. Religius
2. Disiplin
3. Kerja Keras
4. Komunikatif
5. Rasa ingin tahu
6. Tanggung jawab
A Farmer and His Three sons

A farmer had three sons. They were strong and young but never
agreed with one another. They often quarreled among themselves. The farmer
had given them a lot of advice. But they always turned a deaf ear. They
disliked advice. The farmer felt very sad about it.
The farmer thought a lot and then he thought up a good plan. He called
his sons and ordered them, Bring me a few sticks. The farmer tied the sticks
into a bundle.
Each of you, break this bundle of sticks said! said the farmer. They
did so, but they could not break it. Then, the farmer untied the sticks and gave
each of his sons a stick. Each of them broke the stick easily in the twinkling of
an eye.
There you are, my sons!, shouted the farmer. If you remain united,
you are strong. But if you quarrel with one another, you will be broken one by
one easily. Do you understand what I mean?
At last, the advice worked out. They lived in harmony and united ever
after. The farmer felt relieved. Now I can die peacefully, he wishpered.
(Taken from Sudarwati and Grace Look Ahead, 2007)

1. Apersepsi
2. Motivasi
KD
B. Kegiatan Inti
1. Eksplorasi
narrative
2. Elaborasi
rasa takut
3. Konfirmasi
didik
siswa
C. Penutup
X. Penilaian
Teknik : Tes tulis

d. Nilai siswa
Skorperolehan
X 10 = Nilai siswa
Skormaksimal
Rubrik penilaian :
No Uraian Skor


SKOR DATA DIBOBOT
=================
Jumlah Subyek = 37
Butir soal = 25
Bobot utk jwban benar = 1
Bobot utk jwban salah = 0
Nama berkas: D:\ZOONK86 BURNING\SKRIPSI ANIKE\3\ANATESV4\UJI
VALIDITAS ANIKE.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr

Bobot
1 1 Annisa 22 3 0 22
22
2 2 April 23 2 0 23
23
3 3 Arif 11 14 0 11
11
4 4 Arni 22 3 0 22
22
5 5 Chairil 18 7 0 18
18
6 6 Dicky 23 2 0 23
23
7 7 Devi 18 7 0 18
18
8 8 Denny 15 10 0 15
15
9 9 Della 17 8 0 17
17
10 10 Dwi 11 14 0 11
11
11 11 Fachri 15 10 0 15
15
12 12 Farhan 13 12 0 13
13
13 13 Febriza 20 5 0 20
20
14 14 Finny 15 10 0 15
15
15 15 Ghani 17 8 0 17
17
16 16 Hamzah 16 9 0 16
16
17 17 Kemas 18 7 0 18
18
18 18 Lisa 16 9 0 16
16
19 19 M. Ben... 23 2 0 23
23
20 20 M. Hanafi 22 3 0 22
22
21 21 M. Kha... 17 8 0 17
17
22 22 Neng 19 6 0 19
19
23 23 Nazia 15 10 0 15
15
24 24 Noviyanti 17 8 0 17
17
25 25 Okky 17 8 0 17
17
26 26 Raden 23 2 0 23
23
27 27 Ricvan 16 9 0 16
16
28 28 Rio 12 13 0 12
12
29 29 Riski P 14 11 0 14
14
30 30 Rizki R 12 13 0 12
12
31 31 Shinta 15 10 0 15
15
32 32 Suci 16 9 0 16
16
33 33 Tika 12 13 0 12
12
34 34 Tri 14 11 0 14
14
35 35 Yolla 12 13 0 12
12
36 36 Yunika 23 2 0 23
23
37 37 Zikri 16 9 0 16
16
RELIABILITAS TES
================
Rata2= 16.89
Simpang Baku= 3.73
KorelasiXY= 0.46
Reliabilitas Tes= 0.63
VALIDITAS ANIKE.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap

Skor Total
1 1 Annisa 11 11
22
2 2 April 12 11
23
3 3 Arif 5 6
11
4 4 Arni 13 9
22
5 5 Chairil 9 9
18
6 6 Dicky 12 11
23
7 7 Devi 10 8
18
8 8 Denny 8 7
15
9 9 Della 11 6
17
10 10 Dwi 6 5
11
11 11 Fachri 9 6
15
12 12 Farhan 8 5
13
13 13 Febriza 11 9
20
14 14 Finny 8 7
15
15 15 Ghani 8 9
17
16 16 Hamzah 7 9
16
17 17 Kemas 9 9
18
18 18 Lisa 11 5
16
19 19 M. Benizar 11 12
23
20 20 M. Hanafi 12 10
22
21 21 M. Khairul 8 9
17
22 22 Neng 10 9
19
23 23 Nazia 8 7
15
24 24 Noviyanti 9 8
17
25 25 Okky 9 8
17
26 26 Raden 13 10
23
27 27 Ricvan 8 8
16
28 28 Rio 4 8
12
29 29 Riski P 10 4
14
30 30 Rizki R 5 7
12
31 31 Shinta 10 5
15
32 32 Suci 10 6
16
33 33 Tika 6 6
12
34 34 Tri 8 6
14
35 35 Yolla 8 4
12
36 36 Yunika 13 10
23
37 37 Zikri 8 8
16
KELOMPOK UNGGUL & ASOR

======================
Kelompok Unggul
VALIDITAS ANIKE.ANA
1 2 3 4 5
6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5
6 7
1 2 April 23 1 - 1 1 1
1 1
2 6 Dicky 23 1 1 - 1 1
1 1
3 19 M. Benizar 23 1 1 - 1 1
1 1
4 26 Raden 23 1 - 1 1 1
1 1
5 36 Yunika 23 1 1 1 1 1
1 1
6 1 Annisa 22 1 - 1 1 1
1 1
7 4 Arni 22 1 - 1 1 1
1 1
8 20 M. Hanafi 22 1 - - 1 1
1 1
9 13 Febriza 20 1 1 - 1 1
1 1
10 22 Neng 19 1 1 - 1 1
1 1
Jml Jwb Benar 10 5 5 10 10
10 10
8 9 10 11 12
13 14
13 14
1 2 April 23 1 1 1 1 1
1 1
2 6 Dicky 23 1 1 1 1 1
1 -
3 19 M. Benizar 23 1 1 1 1 1
- 1
4 26 Raden 23 1 1 1 1 1
1 1
5 36 Yunika 23 1 1 - 1 1
1 1
6 1 Annisa 22 1 - 1 - 1
1 1
7 4 Arni 22 1 1 1 1 -
1 1
8 20 M. Hanafi 22 1 1 1 1 1
1 1
9 13 Febriza 20 1 1 - 1 1
- 1
10 22 Neng 19 1 1 1 1 -
1 1
8 9
15 16 17 18 19
20 21
20 21
1 2 April 23 1 1 - 1 1
1 1
2 6 Dicky 23 1 1 1 1 1
1 1
3 19 M. Benizar 23 1 1 1 1 1
1 1
4 26 Raden 23 1 1 1 1 1
1 1
5 36 Yunika 23 1 1 1 1 1
1 1
6 1 Annisa 22 1 1 1 1 1
1 1
7 4 Arni 22 1 1 1 1 1
1 1
8 20 M. Hanafi 22 1 1 1 1 1
1 1
9 13 Febriza 20 1 1 1 1 1
1 1
10 22 Neng 19 1 1 - 1 -
1 1
10 10
22 23 24 25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25
1 2 April 23 1 1 1 1
2 6 Dicky 23 1 1 1 1
3 19 M. Benizar 23 1 1 1 1
4 26 Raden 23 - 1 1 1
5 36 Yunika 23 - 1 1 1
6 1 Annisa 22 1 1 1 1
7 4 Arni 22 - 1 1 1
8 20 M. Hanafi 22 1 1 - 1
9 13 Febriza 20 - 1 - 1
10 22 Neng 19 - 1 - 1
Jml Jwb Benar 5 10 7 10
Kelompok Asor
VALIDITAS ANIKE.ANA
1 2 3 4 5
6 7
6 7
1 31 Shinta 15 1 - - 1 1
- -
2 29 Riski P 14 1 - - 1 1
- 1
3 34 Tri 14 1 - - 1 1
1 -
4 12 Farhan 13 1 - - 1 1
- -
5 28 Rio 12 1 - - 1 -
- 1
6 30 Rizki R 12 1 - - 1 1
- -
7 33 Tika 12 1 - - 1 -
1 -
8 35 Yolla 12 1 - - 1 1
- -
9 3 Arif 11 1 - - 1 -
1 1
10 10 Dwi 11 1 - 1 1 -
1 1
4 4
8 9 10 11 12
13 14
13 14
1 31 Shinta 15 1 1 - 1 -
1 1
2 29 Riski P 14 1 1 - 1 -
1 -
3 34 Tri 14 1 1 1 1 -
- -
4 12 Farhan 13 1 1 1 1 -
- -
5 28 Rio 12 1 1 1 - -
- -
6 30 Rizki R 12 1 - - 1 1
- -
7 33 Tika 12 1 1 - 1 -
- -
8 35 Yolla 12 1 1 - 1 -
- -
9 3 Arif 11 1 1 - 1 -
- 1
10 10 Dwi 11 - - - - -
- 1
2 3
15 16 17 18 19
20 21
20 21
1 31 Shinta 15 1 1 - 1 1
- 1
2 29 Riski P 14 1 1 - 1 -
- 1
3 34 Tri 14 - 1 - 1 1
- 1
4 12 Farhan 13 - 1 - 1 1
- 1
5 28 Rio 12 - 1 1 1 -
1 -
6 30 Rizki R 12 - 1 - 1 -
1 1
7 33 Tika 12 1 1 - 1 -
1 1
8 35 Yolla 12 1 1 - 1 -
- 1
9 3 Arif 11 - 1 - 1 -
- -
10 10 Dwi 11 1 1 1 1 -
- -
3 7
22 23 24 25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25
1 31 Shinta 15 - 1 - 1
2 29 Riski P 14 - 1 - 1
3 34 Tri 14 - 1 - 1
4 12 Farhan 13 - 1 - 1
5 28 Rio 12 1 - 1 -
6 30 Rizki R 12 1 1 - -
7 33 Tika 12 - 1 - -
8 35 Yolla 12 - 1 - 1
9 3 Arif 11 - 1 - -
10 10 Dwi 11 - 1 - -
Jml Jwb Benar 2 9 1 5
DAYA PEMBEDA
============
Jumlah Subyek= 37
Klp atas/bawah(n)= 10
Butir Soal= 25
VALIDITAS ANIKE.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks
DP (%)
1 1 10 10 0
0.00
2 2 5 0 5
50.00
3 3 5 1 4
40.00
4 4 10 10 0
0.00
5 5 10 6 4
40.00
6 6 10 4 6
60.00
7 7 10 4 6
60.00
8 8 10 9 1
10.00
9 9 9 8 1
10.00
10 10 8 3 5
50.00
11 11 9 8 1
10.00
12 12 8 1 7
70.00
13 13 8 2 6
60.00
14 14 9 3 6
60.00
15 15 10 5 5
50.00
16 16 10 10 0
0.00
17 17 8 2 6
60.00
18 18 10 10 0
0.00
19 19 9 3 6
60.00
20 20 10 3 7
70.00
21 21 10 7 3
30.00
22 22 5 2 3
30.00
23 23 10 9 1
10.00
24 24 7 1 6
60.00
25 25 10 5 5
50.00
TINGKAT KESUKARAN
=================
Jumlah Subyek= 37
Butir Soal= 25
VALIDITAS ANIKE.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 35 94.59 Sangat
Mudah
2 2 6 16.22 Sukar
3 3 7 18.92 Sukar
4 4 36 97.30 Sangat
Mudah
5 5 31 83.78 Mudah
6 6 28 75.68 Mudah
7 7 21 56.76 Sedang
8 8 34 91.89 Sangat
Mudah
9 9 30 81.08 Mudah
10 10 21 56.76 Sedang
11 11 32 86.49 Sangat
Mudah
12 12 18 48.65 Sedang
13 13 20 54.05 Sedang
14 14 27 72.97 Mudah
15 15 21 56.76 Sedang
16 16 37 100.00 Sangat
Mudah
17 17 21 56.76 Sedang
18 18 34 91.89 Sangat
Mudah
19 19 22 59.46 Sedang
20 20 24 64.86 Sedang
21 21 32 86.49 Sangat
Mudah
22 22 10 27.03 Sukar
23 23 35 94.59 Sangat
Mudah
24 24 12 32.43 Sedang
25 25 31 83.78 Mudah
KORELASI SKOR BUTIR DG SKOR TOTAL

=================================
Jumlah Subyek= 37
Butir Soal= 25
VALIDITAS ANIKE.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.025 -
2 2 0.491 Signifikan
4 4 0.086 -
8 8 0.233 -
9 9 0.154 -
11 11 0.117 -
12 12 0.513 Sangat Signifikan
16 16 NAN NAN
18 18 0.018 -
22 22 0.315 -
23 23 0.220 -
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325
15 0,482 0,606 70 0,233 0,302
20 0,423 0,549 80 0,217 0,283
25 0,381 0,496 90 0,205 0,267
30 0,349 0,449 100 0,195 0,254
40 0,304 0,393 125 0,174 0,228
50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH
=================
Jumlah Subyek= 37
Butir Soal= 25
VALIDITAS ANIKE.ANA
No Butir Baru No Butir Asli a b c d e

*
1 1 0-- 35** 0-- 2--- 0--
0
2 2 0-- 5+ 14-- 6** 12-
0
3 3 3- 1-- 0-- 7** 26---
0
4 4 36** 1--- 0-- 0-- 0--
0
5 5 3-- 0-- 31** 2+ 1+
0
6 6 0-- 8--- 0-- 1- 28**
0
7 7 21** 8-- 0-- 1-- 7-
0
8 8 34** 3--- 0-- 0-- 0--
0
9 9 1+ 30** 1+ 4--- 1+
0
10 10 21** 5++ 7- 2- 2-
0
11 11 1++ 32** 0-- 4--- 0--
0
12 12 10--- 0-- 18** 9-- 0--
0
13 13 17--- 0-- 0-- 20** 0--
0
14 14 27** 3++ 0-- 1- 6---
0
15 15 0-- 16--- 21** 0-- 0--
0
16 16 0 0 37** 0 0
0
17 17 0-- 16--- 21** 0-- 0--
0
18 18 34** 1+ 0-- 2--- 0--
0
19 19 2+ 4++ 3++ 6- 22**
0
20 20 3++ 24** 8--- 0-- 2+
0
21 21 2- 2- 1++ 32** 0--
0
22 22 25--- 2- 10** 0-- 0--
0
23 23 1-- 0-- 35** 0-- 1--
0
24 24 21--- 3- 12** 0-- 1--
0
25 25 4--- 1+ 1+ 31** 0--
0
Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk
REKAP ANALISIS BUTIR

=====================
Rata2= 16.89
Simpang Baku= 3.73
KorelasiXY= 0.46
Reliabilitas Tes= 0.63
Butir Soal= 25
Jumlah Subyek= 37
VALIDITAS ANIKE.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign.

Korelasi
1 1 0.00 Sangat Mudah 0.025 -
2 2 50.00 Sukar 0.491 Signifikan
3 3 40.00 Sukar 0.389 Signifikan
4 4 0.00 Sangat Mudah 0.086 -
5 5 40.00 Mudah 0.445 Signifikan
7 7 60.00 Sedang 0.434 Signifikan
8 8 10.00 Sangat Mudah 0.233 -
9 9 10.00 Mudah 0.154 -
11 11 10.00 Sangat Mudah 0.117 -
12 12 70.00 Sedang 0.513 Sangat
Signifikan
13 13 60.00 Sedang 0.503 Sangat
Signifikan
16 16 0.00 Sangat Mudah NAN NAN
18 18 0.00 Sangat Mudah 0.018 -
19 19 60.00 Sedang 0.499 Sangat
Signifikan
21 21 30.00 Sangat Mudah 0.396 Signifikan
22 22 30.00 Sukar 0.315 -
23 23 10.00 Sangat Mudah 0.220 -
24 24 60.00 Sedang 0.538 Sangat
Signifikan
25 25 50.00 Mudah 0.565 Sangat
Signifikan

Anike Rosalina

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Anike Rosalina

Transféré par

Droits d'auteur :

Formats disponibles

THE INFLUENCE OF COLLABORATIVE STRATEGIC

READING (CSR) TECHNIQUE ON STUDENTS

DEPARTMENT OF ENGLISH EDUCATION

Anike Rosalina, 109014000113. The Influence of Collaborative Strategic

Keywords: Collaborative Strategic Reading (CSR), Narrative Text, Reading

Anike Rosalina, 109014000113. The Influence of Collaborative Strategic

Kata Kunci: Collaborative Strategic Reading (CSR), Teks Naratif, Pemahaman

Penelitian ini bertujuan mengetahui bukti empiris tentang penggunaan

Jakarta, January 2014

CHAPTER II. THEORETICAL FRAMEWORK ............................. 5

CHAPTER III. RESEARCH METHODOLOGY .............................. 25

CHAPTER IV. RESULT AND INTERPRETATION ....................... 29

CHAPTER V. CONCLUSION AND SUGGESTION ........................ 47

Table 4.1 Pre-test and Post-test Score of Experimental Class ................. 29

Picture 4.1 Diagram of Pre-test Result of Experimental Class ................ 35

1. Interview to the English Teacher ....................................................... 51

narrative, analytical exposition, spoof, and hortatory exposition.4 In this study,

CSR is a collaborative technique that teaches students to use comprehension

B. Identification of the Problem

C. Scope of the Study

F. Significance of the study

1. General Concept of Reading

aloud as matter of daily routine, radio newscasters, clergymen, and even

2. The Purpose of Narrative Text

function of narrative text is to amuse and to deal with actual or various

3. Schematic Structures of Narrative Text

The example of schematic structure of narrative text:

A few days later, the kings son

C. Collaborative Strategic Reading (CSR)

working together in summarizing, questioning, clarifying, and predicting the

During Collaborative Strategic Reading (CSR), students are divided into

In Collaborative Strategic Reading (CSR), all students are actively

2. Purpose of Collaborative Strategic Reading (CSR)

facilitate reading comprehension for students with reading, learning, and

Based on the statement above, Collaborative Strategic Reading (CSR)

3. Procedure of Collaborative Strategic Reading (CSR)

a. Phase 1. Teaching the Strategies

b. Phase 2. Cooperative Learning Group Roles

Based on the explanation above, it can be concluded that in CSR,

D. Teaching Reading Using Collaborative Strategic Reading (CSR)

role as a leader, a clunk expert, a gist expert, an announcer, an

By using Collaborative Strategic Reading (CSR) technique, it will improve the

A. Place and Time of the Study

B. Method of the Research

C. The Population and Sample

D. The Instrument of the Data

E. Data Collection Techniques

F. Data Analysis Technique

v.16 for Windows to do homogeneity test which is Analyze-Compare Means-

2. The Analysis of the Data

Std. Deviation 1.356

Results gained from a pre-test in class XI IPA 1 as a control class of this

The diagram from the data above is presented as follows:

b. Results of Post-test of Experimental Class and Control Class

Std. Deviation 7.705

Beside the table of frequency distribution, it also can be describe by a

Results gained from a post-test in class XI IPA 1 as a control class of this

Std. Deviation 8.257

Beside the table of frequency distribution, it also can be describe by a diagram

CLASS Statistic df Sig.

2 CONTROL .138 35 .091

CONTROL Statistic df Sig.

POSTTEST 1 .138 35 .090

Levene Statistic df1 df2 Sig.